Quality and Purpose of Care

• Range of Needs
• Ethos of the Provision
• The Accommodation
• Supporting Cultural, Linguistic and Religious Needs
• Complaints Procedure
• Safeguarding, Child Protection and Behaviour Management

How children are helped and protected

• Inclusion of Pupils in Decision-Making
• Risk Assessment
• Enjoyment and Achievement
• Supporting the Health Needs of Pupils
• Developing Positive Relationships

Leadership and Management

• The Staff Team
• Arrangements for supervision and development

 

Range of Needs

Pencalenick School is a countywide specialist provision for pupils aged 11–16 with an Education, Health and Care Plan (EHCP) identifying the need for specialist provision. The school includes a residential department that operates from Monday to Friday during term time and can accommodate up to nine pupils per night.

The residential provision is an integral part of the school and forms part of its core offer. It contributes directly to pupils’ educational progress, personal development, and preparation for adulthood. It is expected that all pupils who wish to, are provided with the opportunity to experience a residential placement whilst at the school

The purpose of the provision is to provide pupils with the opportunity to develop those skills necessary for the move towards adulthood including personal independence, self-care, social communication, emotional resilience, and life skills. The provision enables pupils to access social and recreational experiences that enhance outcomes and may not otherwise be available.

Residential placements may be time-limited to ensure fair access for all pupils. Where residential placement is assessed as unsuitable or counterproductive, pupils are offered an alternative care curriculum experience that meets their needs without an overnight stay.

All pupils complete an individualised transition process prior to overnight stays, ensuring placements are planned, safe, and responsive to individual needs.

Ethos of the Provision

The provision is guided by an ethos of creating a stable, caring, and enjoyable environment where pupils can develop a broad range of skills to support their transition into adulthood.

Pupils are supported to:

 - Develop independence and practical life skills appropriate to their age and ability

 - Participate safely in a broad range of structured and unstructured activities

 - Form and maintain positive, respectful relationships

- Develop confidence, communication, and self-advocacy skills

Staff promote positive behaviour through consistent routines, clear boundaries, and restorative approaches.

The Accommodation

The residential accommodation is located on the first floor of the main school building and is fully self-contained. It provides a safe, homely, and well-maintained environment that meets pupils’ needs.

Pupils have the freedom to move around the accommodation while safety and security are ensured through an automated locking system, with doors automatically releasing in the event of a fire alarm. Pupils are usually accompanied by staff or in groups while participating in activities. It is uncommon for a pupil to wish to leave the building alone; however, if a pupil requests this, it can be permitted following an appropriate risk assessment.”

Accommodation includes single-occupancy bedrooms and a range of communal spaces, including a lounge, games room, art space, and kitchen. These areas support choice, independence, and social interaction.

Pupils are actively involved in decisions about how their rooms are decorated and can personalise their space with family photos or other items during their stay. They are also encouraged to contribute to decisions about the residential department, including décor, new purchases, and day-to-day operations. Termly meetings are held with all pupils using the provision to gather their views and ideas for development.”

Supporting Cultural, Linguistic and Religious Needs

The residential department makes every effort to respect pupils’ ethnicity, language, and religious beliefs. Dietary requirements linked to a pupil’s cultural or religious needs are fully accommodated by the school chef. Pupils are encouraged to express their beliefs and opinions openly while being supported to understand and respect the beliefs and opinions of others.

 

Complaints Procedures

Clear and accessible complaints procedures are in place for pupils, parents, and carers. Concerns are initially addressed by the Head of Care and managed promptly and transparently.

Where concerns cannot be resolved informally, the school’s Formal Complaints Procedure is followed. Information is readily available via the school website and school office.

Pupils are supported to raise concerns and, where appropriate, may access independent advocacy services.

Safeguarding, Child Protection and Behaviour Management

Safeguarding is a priority within the residential provision. Pencalenick School follows the procedures of the Cornwall and Isles of Scilly Safeguarding Children Partnership and complies with Keeping Children Safe in Education and Working Together to Safeguard Children.

All staff undergo enhanced DBS checks and complete comprehensive safeguarding induction and training. Safeguarding concerns are recorded on CPOMS and monitored by the Designated Safeguarding Lead (DSL) and Deputy DSLs, who meet regularly to review concerns and patterns of risk.

Staff receive ongoing safeguarding training, including updates on contextual safeguarding, peer-on-peer abuse, online safety, and emerging risks.

The Designated Safeguarding Lead is Joe McGovern, our Headteacher (also the Single Point of Contact).  Deputy DSLs are Jodie Watkins Young and Lorraine Faulkner and Operational Safeguarding Lead is Hannah Tame. Contact details are displayed throughout the school and provided to staff, pupils, and visitors.

Behaviour is supported through clear expectations, positive reinforcement, de-escalation strategies, and individual behaviour support plans where required.

Inclusion of Pupils in Decision Making

Pupils are actively encouraged and supported to contribute to the running of the residential provision. Their views are sought on accommodation, activities, food choices, and other aspects of residential life. Key workers support pupils in sharing their thoughts and ideas during regular meetings, and all pupils meet termly with the Head of Care to discuss their residential experiences. Additional opportunities to share feedback are provided through meetings with the Monitoring Visitor, who attends every half term, the Independent Visitor, who attends termly and whose contact details are available to pupils, and during the annual Ofsted inspection.

Risk Assessment

A range of risk assessments are in place to ensure the safety and wellbeing of residential pupils:

• Environmental: These assessments ensure that both the indoor and outdoor environments are safe and well maintained, supported by a programme of regular maintenance and decorating.
• Practice and Policy: Care practices and related policies are regularly reviewed and updated to meet the needs of pupils.
• Pupil-Specific: Pupils requiring additional support beyond the core provision have individual risk assessments in place, which are regularly reviewed. This may include support for specific health needs.

Risk assessments are regularly reviewed and updated in response to change.

Enjoyment and Achievement

The primary aim of the residential experience is to provide a fun and positive environment for all pupils. Each pupil works with their key worker to develop skills that promote personal independence. This is achieved through a tailored, individualised approach within an environment where positive relationships—between pupils and staff, and among peers—are central to everyday practice.

Progress is monitored through key work records, care plans, and regular review meetings. Positive outcomes are celebrated and shared with pupils and families.

Supporting the Health Needs of Pupils

Pupils with specific health needs have a Health Care Plan in place, completed as part of the initial application process. Staff are trained to support and manage a range of health conditions, with training updated regularly as required. All staff are trained in the administration of medication and undertake annual refresher training to ensure safe and effective practice

Developing Positive Relationships

Strong relationships between staff and pupils are a particular strength of the provision and are consistently praised by Ofsted inspectors. The staff team is fully committed to supporting pupils to make the most of their residential experience—whether that involves developing practical skills, trying new activities, forming positive relationships with staff and peers, or simply ensuring that everyone enjoys their time.”

Leadership and Management

The residential provision is an integral part of Pencalenick School, which serves secondary-aged pupils with an EHCP specifying specialist provision. The school is a member of the Special Partnership Trust, led by CEO Guy Chappell

The provision benefits from regular monitoring, external oversight, and a clear development plan informed by feedback, audits, and inspection outcomes.

The Staff Team

The residential team comprises six staff members—two male and four female—including the Head of Care. One team member works through the night to provide support as needed, while the remaining staff work split shifts, ensuring availability for pupils outside school hours. All staff hold appropriate qualifications and undertake regular training throughout the academic year to meet pupil needs and support their professional development.

Each staff member acts as a key worker for a group of pupils, taking responsibility for supporting them to achieve positive outcomes from their residential experience. Pupils are usually assigned a key worker, but requests to change key workers or work with a different key worker for specific tasks can be accommodated.

Key workers maintain regular contact with parents and carers, discussing pupil progress and areas for development. Parents and carers may request support in specific developmental areas or the teaching of particular skills, which staff are happy to provide. In all cases, the child’s best interests are advocated for, particularly where opinions or desired outcomes may differ

Arrangements for Supervision and Development

All staff receive termly supervision, providing an opportunity to discuss their role, celebrate successes, address any challenges, and develop their professional practice. This supportive yet robust process helps ensure the continued delivery of high-quality provision for pupils.

In addition, all staff participate in annual Performance Management, the outcomes of which are used to inform and enhance practice both individually and across the team.