Sirona Care & Health C.I.C.

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

We looked for evidence that people and communities were always at the centre of how care was planned and delivered. We checked that the health and care needs of people and communities were understood, and they were actively involved in planning care that met these needs. We also looked for evidence that people could access care in ways that met their personal circumstances and protected equality characteristics.

At our last inspection we rated this key question good. At this inspection the rating has remained good.

People were involved in decisions about their care. The service was easy to access and worked to eliminate discrimination. People received fair and equal care and treatment. People were involved in planning their care and understood options around choosing to withdraw or not receive 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 service cared about and promoted the wellbeing of their staff and supported and enabled staff to always deliver person-centred care.

Staff were knowledgeable about services available and were able to guide people to appropriate services within their areas. Information was provided for people but it was their own choice to follow this up. The service made sure that people could access the care, support and treatment they needed, when they needed it.

Children and their families were able to access the service within the working week. Staff provided access in a variety of ways to meet the needs of the communities. Schools entered into a contract with the service in how they would work together. This involved adapting the service according to the needs of the school including ethnicity, language and religious beliefs. Young people were provided with an accessible but private space they could access during drop in times. These drop-ins were held weekly at each secondary school. Parents of primary school children were provided with the details of the school nursing service and an opportunity to meet the school nurse in their child’s first year in school.

The health visiting team had introduced baby hubs, which offered support to parents to maximise the health and wellbeing of their family through discussion about their health needs and strengths, building supportive family relationships and engaging in wider community services and support. Staff told us the service was driven by the needs of parents, focused on building positive relationships with families and building rapport. Families recognised baby hubs as a safe place, an opportunity to talk to other families, play, as well as getting advice and support from Sirona care and health CIC staff.

We did not look at Care provision, Integration and continuity during this assessment. The score for this quality statement is based on the previous rating for Responsive.

We did not look at Providing Information during this assessment. The score for this quality statement is based on the previous rating for Responsive.

"The service 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. The majority of people we spoke with, told us they felt listened to and involved in the planning and delivery of their care. Staff told us that people’s feedback and co-production was vital to their role. Managers highlighted the importance of staff including patients in the care planning to ensure strategies were personalised and meaningful. We observed staff interacting with people, taking time to listen to their concerns and what support they wanted. Agreed coping strategies and assessment of current risk were talked through. Staff at the baby hubs, child development reviews and within community paediatrics took time to listen to the concerns of children and their families. People were involved in decisions in their care, and staff patiently explained available options of support. Families were encouraged to contact staff when they needed additional support or advice. We saw school nursing staff actively encouraging feedback about their service from parents and children. Children were provided with smiley faces and parents could provide feedback using online services if they preferred. Complaints received were collated and reviewed every 6 weeks. Staff told us of changes made to parents’ letters which went out on behalf of the national child measurement programme. Wording on the letters, which may be about a child who is under or over the average weight for their age, was reviewed to provide results in a sensitive way to parents."

We did not look at Equity in access during this assessment. The score for this quality statement is based on the previous rating for Responsive.

We did not look at Equity in experiences and outcomes during this assessment. The score for this quality statement is based on the previous rating for Responsive.

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.

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

Staff also spoke of the challenges of working with the local Child and Adolescent Mental Health Services (CAMHS) service. They had regular CAMHS liaison meetings but reported challenges of being able to refer children.

Staff were allocated roles within their region. At times of pressure for example, staff sickness or greater demand, other teams supported them by undertaking activities within their roles but outside of their allocated geography.

There was communication across specialist teams to support knowledge, such as from and to safeguarding teams, health visitors, Children’s Early Years Practitioners and paediatricians. This was also evident with partner agencies such as schools and social care teams who had contact details of community children’s health teams. Some staff took the lead in specific areas to share communication such as in developing individualised support package tools for school nursing staff to use.

Leaders had a collaborative and joined-up approach to safety. Managers had a strong awareness of the risks of managing patient flow through the services, and staff were positive about the processes for clinical escalation and told us managers were approachable and supportive.

During child development reviews we saw parents were signposted to further services and given options to discuss any concerns they had. Discussions were had regarding next visits, how parents could get support once their child reached school age and were encouraged to reach out for support as and when required.

The service worked with people and healthcare partners to establish and maintain safe systems of care, in which safety was managed or monitored. Staff made sure there was continuity of care, including when people moved between different services.