Saivi House

On this page

• Overview
• Person-centred Care
• Care provision, Integration and continuity
• Providing Information
• Listening to and involving people
• Equity in access
• Equity in experiences and outcomes
• Planning for the future

Responsive – this means we looked for evidence that the provider met people’s needs.

At our last assessment we rated this key question good. At this assessment the rating has remained good. This meant people’s needs were met through good organisation and delivery.

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 were at the centre of their care and treatment choices and they decided, in partnership with people and/or relatives, how to respond to any relevant changes in people’s needs.

Care plans were detailed, person centred and included information about the care people needed and how staff could best meet their individual needs. Each person had a summary overview. This gave staff an overview of who people were and their needs. This ensured staff had a good understanding of the person and further detail was documented in the full care plan. There were regular reviews of care to ensure people’s needs continued to be met. People and their relatives, where appropriate, were fully involved.

We looked at people’s rooms, with their consent, and found them clean and tidy with personal effects such as family photographs and in one case writing on the wall. Staff told us that person was fond of writing, and this enabled them to express themselves.

The provider understood the diverse health and care needs of people and their local communities, so care was joined-up, flexible and supported choice. The home had a good relationship with external care providers such as GP’s, learning disability teams and the Care Homes Assessment Team (CHAT). This enabled staff to make sure people received a continuity of care when needed.

The provider, registered manager and staff understood the importance of communication for people with a learning disability and/or autistic spectrum disorder.

Staff assessed people’s communication needs during initial assessments before people moved in. There was information in people’s care plans around how best communicate with them. These contained detailed information on effective and preferred methods of communication, including the approach to use for different situations.
Staff consistently and kindly engaged with a person who was quite withdrawn and finding it difficult to effectively communicate their needs. They were seen to be kind and supportive, using gentle language and encouragement, which enabled the person to eat, have a conversation and to take part in nail painting activities. Where people were unable to communicate using words, staff understood their body language when they were happy or unhappy. For example, if a person enjoyed a particular activity or food. No one at the home used Makaton or British Sign Language, which are ways of communication using pictures or signs. However, some people had specific ways of communicating using signs specific to them, Staff understood people’s individual ways of communicating and responded accordingly.

There was complaints process in place and relatives knew how to make a complaint.

We received mixed feedback about how the provider responded to complaints. A relative told us they felt listed to when they raised any concerns and said, “I have come to talk to her [registered manager] and once I say something it is being done”. However, another relative felt the home could have better communication and did not always feel listened to. We raised this with the registered manager who said they would review communication going forward. There was a regular survey which asked for the views of people’s relatives and healthcare professionals. The registered manager understood people who may be unable to communicate using words gave feedback through body language, expressing when they liked or disliked something. Staff used this information to help plan things like activities, food preferences.

The provider made sure that people could access the care, support and treatment they needed when they needed it. Staff created hospital passports which documented people’s care needs such as communication needs, medical history and likes and dislikes. This helped external healthcare professionals understand people and how they could work with the to achieve positive outcomes.

Staff and leaders listened to information about people who are most likely to experience inequality in experience or outcomes and tailored their care, support and treatment in response to this.

Staff understood about equity and how to support people with a learning disability to access services in a way which meant they were able to maintain their health and wellbeing. Where relatives did not accompany people to appointments, staff attended with them to ensure their rights were upheld.

People were supported to plan for important life changes, so they could have enough time to make informed decisions about their future, including at the end of their life.

Staff understood people with a learning disability may need more time and planning to be able to do things such as attend appointments or access activities. Staff worked with people explaining what was going to happen to help them feel as comfortable as possible. People and relatives were encouraged to discuss any end of life wishes and these were documented in people’s care plans.