Rotherham Regional Office

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 changed to outstanding. This meant services were tailored to meet the needs of individuals and delivered to ensure flexibility, choice and continuity of care.

This service scored 89 (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 was exceptional at making sure people were at the centre of their care and treatment choices and they decided, in partnership with people, how to respond to any relevant changes in people’s needs. People received very responsive, personalised care and support that met their needs and reflected their preferences. People were empowered to develop their own care and support plans with support from staff and these were reviewed and updated regularly, when people achieved goals and when their needs or aspirations changed.

Everyone we visited indicated they were very happy with the support they received. Staff we met were very attentive, thoughtful in how they interacted with people and knowledgeable about people's needs and wishes. The team were very proactive and creative in their approach to supporting people’s emotional wellbeing and we saw particularly good levels of personalisation in people’s care and support.

People told us they chose what they wanted to do and when they wanted to do it and gave examples where staff had made a difference to their lives. One person was particularly proud of their home and of the independence it afforded them, along with the support they received from the service. We saw staff encouraged them in exercising their rights and choices and it was evident that the person relished this. Another person showed us how staff had helped them to maximise their use of technology. They demonstrated with much enthusiasm how this had enhanced their independence, and enabled them in participating in their hobbies and interests.

People told us the service had made a real difference to their quality of life. One person told they were really appreciative of their support team, who were helping them to prepare for and gain employment. Another person spoke enthusiastically about the positive impact of staff encouraging and supporting them to take on voluntary roles. They told us they now had a number of voluntary jobs, which they felt was good preparation for the world of work

People were able to get out and about and undertake activities of their choice in the community. There was a variety of single and shared housing and flats, and a communal area provided space and opportunities for people to socialise. One relative told us their family member socialised with their neighbours, saying, “They get together for karaoke. They added, [my family member] also has a friend who comes round to their bungalow.”

The provider was exceptional at developing appropriate, accurate and up-to-date information in formats that were tailored to individual needs. The service provided information in a variety of formats and languages, including easy read and pictorial formats.

Support plans and records were recorded in different ways in line with each person’s requirements for meaningful communication and decision-making. The provider met the requirements of the Accessible Information Standard. The staff and registered manager placed people fully at the centre of their care and respected the decisions they made. They supported people to express their views about what was important to them.

People had individual assessments which accounted for their specific communication requirements. Each person had a detailed communication support plan that guided staff on the most appropriate and effective ways to communicate with them. Staff were trained in the use of various methods of communication, such as Makaton and PECS, and supported people in the use of augmentative and alternative communication software and apps (AAC). Makaton is a communication programme that uses symbols (pictures), signs (gestures) and speech to enable people to communicate. PECS stands for Picture Exchange Communication System. This is a communication system used to help people, particularly those with autism, communicate their needs and wants using pictures.

Staff understood the needs of autistic people and people with a learning disability and worked to make sure that typical barriers faced by people were removed or mitigated against. This helped to encourage and enable people to engage with decisions about their care and support.

A relative said, “[My family member] can make themselves understood using part verbal, Makaton, PEC symbols and body language to staff that know [my family member] well.”

The provider was exceptional at developing appropriate, accurate and up-to-date information in formats that were tailored to individual needs. The service provided information in a variety of formats and languages, including easy read and pictorial formats.

Support plans and records were recorded in different ways in line with each person’s requirements for meaningful communication and decision-making. The provider met the requirements of the Accessible Information Standard. The staff and registered manager placed people fully at the centre of their care and respected the decisions they made. They supported people to express their views about what was important to them.

People had individual assessments which accounted for their specific communication requirements. Each person had a detailed communication support plan that guided staff on the most appropriate and effective ways to communicate with them. Staff were trained in the use of various methods of communication, such as Makaton and PECS, and supported people in the use of augmentative and alternative communication software and apps (AAC). Makaton is a communication programme that uses symbols (pictures), signs (gestures) and speech to enable people to communicate. PECS stands for Picture Exchange Communication System. This is a communication system used to help people, particularly those with autism, communicate their needs and wants using pictures.

Staff understood the needs of autistic people and people with a learning disability and worked to make sure that typical barriers faced by people were removed or mitigated against. This helped to encourage and enable people to engage with decisions about their care and support.

A relative said, “[My family member] can make themselves understood using part verbal, Makaton, PEC symbols and body language to staff that know [my family member] well.”

The provider was exceptional at developing appropriate, accurate and up-to-date information in formats that were tailored to individual needs. The service provided information in a variety of formats and languages, including easy read and pictorial formats.

Support plans and records were recorded in different ways in line with each person’s requirements for meaningful communication and decision-making. The provider met the requirements of the Accessible Information Standard. The staff and registered manager placed people fully at the centre of their care and respected the decisions they made. They supported people to express their views about what was important to them.

People had individual assessments which accounted for their specific communication requirements. Each person had a detailed communication support plan that guided staff on the most appropriate and effective ways to communicate with them. Staff were trained in the use of various methods of communication, such as Makaton and PECS, and supported people in the use of augmentative and alternative communication software and apps (AAC). Makaton is a communication programme that uses symbols (pictures), signs (gestures) and speech to enable people to communicate. PECS stands for Picture Exchange Communication System. This is a communication system used to help people, particularly those with autism, communicate their needs and wants using pictures.

Staff understood the needs of autistic people and people with a learning disability and worked to make sure that typical barriers faced by people were removed or mitigated against. This helped to encourage and enable people to engage with decisions about their care and support.

A relative said, “[My family member] can make themselves understood using part verbal, Makaton, PEC symbols and body language to staff that know [my family member] well.”

Staff and leaders actively 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. There was a strong, visible person-centred culture.

The provider promoted a culture of empowering people to live their life as they chose, whilst promoting their safety. Throughout our assessment there was a strong emphasis on continuous development and we saw evidence of very personalised care provided. Where people communicated distress through their behaviour they had individual, positive behaviour support plans. These supported staff to provide care that mitigated known risks and included ways to avoid or minimise the need for restricting people’s freedom. The service employed positive behaviour support practitioners and a mental health lead supporting staff in this positive approach and incidents were reviewed and learned from to help reduce restrictive practices. There was evidence that people benefitted from the provider’s positive behaviour strategy , with improved communication and engagement, leading to reductions in the incidence and intensity of people’s distress.

People's human rights, equality and diversity were very important to the service. People’s care plans included all of their preferences and needs. Relatives shared examples where staff had gone the extra mile to ensure people were as independent as possible. One relative said, “[Person] has their own personal space, and when their room was decorated they chose the colours. They are not very tall and staff got a hoist fitted in their wardrobe, which comes down for reaching clothes. This enables them more independence.”

Staff told us they were provided with training on equality and diversity, and this had helped to raise their awareness of people’s rights. The provider had created helpful beginners guide booklets to pronouns and inclusive language, which they encouraged everyone to use, to help promote and embed equality, diversity and inclusion in their services.

The team were very alert to the possibility of discrimination and inequality and the provider addressed barriers that people had encountered. For instance, people’s care plans considered people’s needs, and reasonable adjustments were made in relation to any protected characteristics they had. This helped to make sure people were comfortable, received support that met their needs, and could participate in the running of the service. Protected characteristics are specific attributes safeguarded against discrimination under the Equality Act 2010.

Staff and leaders actively 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. There was a strong, visible person-centred culture.

The provider promoted a culture of empowering people to live their life as they chose, whilst promoting their safety. Throughout our assessment there was a strong emphasis on continuous development and we saw evidence of very personalised care provided. Where people communicated distress through their behaviour they had individual, positive behaviour support plans. These supported staff to provide care that mitigated known risks and included ways to avoid or minimise the need for restricting people’s freedom. The service employed positive behaviour support practitioners and a mental health lead supporting staff in this positive approach and incidents were reviewed and learned from to help reduce restrictive practices. There was evidence that people benefitted from the provider’s positive behaviour strategy , with improved communication and engagement, leading to reductions in the incidence and intensity of people’s distress.

People's human rights, equality and diversity were very important to the service. People’s care plans included all of their preferences and needs. Relatives shared examples where staff had gone the extra mile to ensure people were as independent as possible. One relative said, “[Person] has their own personal space, and when their room was decorated they chose the colours. They are not very tall and staff got a hoist fitted in their wardrobe, which comes down for reaching clothes. This enables them more independence.”

Staff told us they were provided with training on equality and diversity, and this had helped to raise their awareness of people’s rights. The provider had created helpful beginners guide booklets to pronouns and inclusive language, which they encouraged everyone to use, to help promote and embed equality, diversity and inclusion in their services.

The team were very alert to the possibility of discrimination and inequality and the provider addressed barriers that people had encountered. For instance, people’s care plans considered people’s needs, and reasonable adjustments were made in relation to any protected characteristics they had. This helped to make sure people were comfortable, received support that met their needs, and could participate in the running of the service. Protected characteristics are specific attributes safeguarded against discrimination under the Equality Act 2010.

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

People were supported to understand and make decisions about their future care and support, including those relating to potential medical and psychological needs and their wishes for the end of their life. When people had made decisions about their end of life, staff supported people to make sure these were recorded and where appropriate, shared with professionals and others who might need to know, using tools such as advance care plans.

Some people and their relatives did not want to discuss end of life planning. Where this was the case, the provider documented their decision and established what steps would be taken if there was an emergency. The provider had made plans to revisit the subject in the future.