Community Clinical Care Limited

On this page

• Overview
• Assessing needs
• Delivering evidence-based care and treatment
• How staff, teams and services work together
• Supporting people to live healthier lives
• Monitoring and improving outcomes
• Consent to care and treatment

Effective – this means we looked for evidence that people’s care, treatment and support achieved good outcomes and promoted a good quality of life, based on best available evidence.

This is the first assessment for this service. This key question has been rated good. This meant people’s outcomes were consistently good, and people’s feedback confirmed this.

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 made sure people’s care and treatment was effective by assessing and reviewing their health, care, wellbeing and communication needs with them.

Children’s assessments were completed before care began, often at referral or in hospital, and were clearly linked to their care plans and risk assessments. These were regularly reviewed by the service and at regular meetings with commissioners and multidisciplinary health teams involved in children’s care. Care plans were updated when there were any changes in children’s care needs, and staff members confirmed they were immediately informed of this.

Families confirmed they were involved in planning and reviewing care. One parent told us, “Yes, I’m involved and it’s good.” Another said, “We have monthly meetings.”

The provider planned and delivered people’s care and treatment with them, including what was important and mattered to them. They did this in line with legislation and current evidence-based good practice and standards.

Care plans contained detailed clinical guidance informed by specialist professionals, for example in relation to tracheostomy care, suctioning and gastrostomy (tube) feeding. Tools such as the FLACC pain assessment scale were used to monitor need and guide interventions. The FLACC (Face, Legs, Activity, Cry, Consolability) scale is an observational behavioural pain assessment tool primarily used for pre-verbal children (ages 2 months to 7 years) or individuals with cognitive impairments or intubation who cannot communicate their pain.

Staff reported they had the training and support required to carry out their roles, and children’s care plans provided clear instructions to ensure consistency in practice.

One relative told us, “They wouldn’t send anyone not trained. If not trained, they’d train them,” and another said, “Trained staff are on shifts. The service has all due diligence in place”.

The provider worked well across teams and services to support people. They made sure people only needed to tell their story once by sharing their assessment of needs when people moved between different services.

There was strong evidence of partnership working with professionals and commissioners, including information sharing during hospital admissions and discharge. Staff engaged with multidisciplinary teams to ensure continuity of care.

Professionals fed back positively, noting staff “shadowed” hospital teams before children were discharged to better understand their care needs. They also told us that staff were proactive and responsive in ensuring children’s needs were effectively met. There was recorded evidence of regular reviews with commissioning teams and other professionals involved in children’s care. During our inspection, nursing staff from the service participated in training provided by a children’s health service.

The provider supported people to manage their health and wellbeing to maximise their independence, choice and control. Staff supported people to live healthier lives and where possible, reduce their future needs for care and support.

The provider supported children to maintain their health and wellbeing through effective care planning and monitoring. Care plans and risk assessments included detailed guidance for staff on managing health conditions, recognising deterioration in health and taking appropriate action. While parents remained responsible for wider health appointments, staff supported day-to-day health needs and followed care plans to promote stability.

Parent’s feedback reflected this. One parent said staff, “Look at him when feeding him and see if he is struggling and they know what to do,” and another told us, “If there are any concerns they quickly respond and they are dealt with effectively.”

The provider routinely monitored people’s care and treatment to continuously improve it. They ensured that outcomes were positive and consistent, and that they met both clinical expectations and the expectations of people themselves.

The provider had systems in place to monitor care and improve outcomes for the children they supported. Care plans focused on maintaining health and wellbeing for children with complex needs and included clear guidance on recognising and responding to changes.

Families were regularly asked for feedback, and action was taken where needed, showing a commitment to improvement. parent said, “If there are any issues they sort as soon as they can.” Another told us, “They took a course of action and made required changes.”

However, some variability in care was noted. One parent said care could, “Vary carer to carer,” although it had, “Been pretty good,” overall.

The provider told people about their rights around consent and respected these when delivering person-centred care and treatment.

The provider ensured people and their families were involved in decisions about care and treatment.

Staff sought consent and offered choices, with care plans detailing how children’s preferences and communication needs and how staff should respond. They had received training in communication and consent and the Mental Capacity Act (2005). Where children used individual communication methods, information about signs and symbols staff should be aware of and could use with them were included in their care plans.

Parents were involved in decision-making, particularly where children had limited capacity. One parent told us, “We take the lead on that,” and another said, “I’m involved all the time.”