CWD Outreach Service

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, how to respond to any relevant changes in people’s needs.

Care plans were written in a person-centred way. For example, there was detailed information about children’s preferred routines, likes and interests, and religion. Relatives said staff knew people very well and supported them in a person-centred way. Staff understood person-centred care. One staff member commented, “I adopt a person-centred approach and allow individuals time to complete tasks themselves rather than automatically doing things for them.”

All staff had ‘profiles’ in place which were sent to children, so they knew who was supporting them each day.

The provider understood the diverse health and care needs of people and their local communities, so care was joined-up, flexible and supported choice and continuity. Children were supported by a small staff team who knew them well, to support continuity of care.

The provider collaborated and worked effectively with other agencies and had a strong focus on ensuring care was circular. Examples were shared how the service had been flexible and person centred in their approach. Staff told us communication from leaders was effective which meant care was joined up.

The provider supplied appropriate, accurate and up-to-date information in formats that were tailored to individual needs.

Children had detailed information in their care plans about their communication needs. Staff supported children to practice their communication skills, for example, some children had ‘Eye Gaze’ technology [eye driven communication devices].

Relatives told us they were kept up to date with any changes. Comments included, “There is good email communication if there is a change in the team structure.”

Staff had been trained in communication systems such as Makaton [an adaptation of British sign language] and Picture Exchange Communication Systems [PECS]. One staff member told us, “I made one [child] a laminated sheet of all their favourite activities so they can point to what they wants to do each time.” Leaders told us, “We work closely with families, speech and language therapists, and other professionals to ensure that communication strategies are consistent across settings and reflect best practice.”

The provider made it easy for people to share feedback and ideas, or raise complaints about their care, treatment and support. Staff involved people in decisions about their care and told them what had changed as a result.

Leaders sent out quality assurance documents once a year to families and professionals. They also sent out child friendly documents with pictorial aids to support understanding. Relatives knew how to complain if needed.

The provider made sure that people could access the care, support and treatment they needed when they needed it.

Relatives told us they were able to access support from the office when needed. Children received their care visits at the scheduled time. Staff supported children to access other healthcare services where needed.

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.

Staff had been trained in equality, diversity and inclusion. Leaders commented, “Equality, diversity, and inclusion [EDI] is a standing agenda item in our monthly team meetings, ensuring that EDI remains a visible and ongoing priority. This provides a regular opportunity for staff to raise concerns, share ideas, and reflect on inclusive practice.” We did not receive any concerns relating to EDI.

Children were supported to set goals and outcomes to help them plan for the future. For example, some children’s outcomes were related to independence skills. Leaders worked with the child, their relatives and other professionals to ensure these outcomes were consistent and, in the child’s, best interest.