About

Vision Statement


The vision for Lakeside is to:

  • Give the young people a home in which they feel cherished and secure, happy and safe, clean and healthy, fulfilled and content

  • Give the young people a person centred and seamless approach to access education, therapy and care for the purpose of Independence

  • Provide young people who have special needs with an individually tailored, flexible, needs led service which is responsive to change and that promotes an ordinary home environment

  • Provide a first class short to medium term service for young people and their carers

Lakeside provides its young people with a first-class home and first class care, combined with a first class, relevant and fulfilment sourced education that meet their individual needs

Lakeside is Beautiful

We intend to keep a homely approach, to allow for greater flexibility for the young people whilst achieving consistency of approach and communication. We believe, and research evidence is now supporting, that young people with learning disabilities flourish better in family type homes.

Support for Learning and Off-site Education


Lakeside does not offer a formal educational facility, however, we do offer bespoke ‘Support for Learning’ packages that are devised with individuals in mind to scaffold their holistic learning and education off-site.

Our educational support is focused on supporting our Young People to become more independent in all aspects of their lives.

At Lakeside, our 4 main ‘Support for Learning’ areas are driven from Department for Education (DfE) ‘The Preparing for Adulthood’ document: The four areas are:

  • Education and Employment

  • Friends, Relationships and community

  • Independent living

  • Good health

The support we give scaffolds how our Young People engage in their learning, it is delivered within a caring, empathetic and genuine social and emotional climate of unconditional positive regard.

Outcomes / Impact

The impact is that our Young People:

  • Are as independent as they can be

  • Experience the conditions of trust where they feel secure enough to attempt to engage in formal learning off site

  • Experience an atmosphere in which they feel that we know and care for them, enjoy being with them and respect them by taking their feelings, interests and ideas into account

  • Make progress towards achieving the individual Outcomes as stated in EHCP’s, Pupil Education Plans (PEPs) and Team Around the Child (TAC) meetings, as required. Our staff will attend all formal meetings held by external education facilitators

  • Can communicate effectively via their preferred mode of communication. Our staff can liaise with education facilitators to ensure communication modes / aids are used to ensure expressive communication as well as developing comprehension skills of individuals

  • Are supported to access to local colleges and develop employability skills. Our staff will liaise with local education facilitators to develop bespoke Transition Packages that will support Young People in the start of new educational pursuits as well as the expected changes along the way (such as differing timetables / lecturers / buildings and completion of that phase)

  • Are prepared for their journeys into adulthood

  • Are supported to access and build familiarity with their local community

  • Are supported to access to local colleges

  • Develop employability skills

Transition

Staff work hard to respond to the Young Peoples individual learning styles, interests and motivations to help them cope with the profound challenges in their everyday life.

In Post 16, the curriculum changes to reflect the change in emphasis in preparing Young People for future life.

Lakeside Activity Planners

At Lakeside, ‘Activity Planners’ are designed for individual Young People to follow (for recreational purposes). These Activity Planners discretely include opportunities for practice / further development of Functional Skills.

ASDAN Accreditation within Lakeside

We can support individuals in completing a range of informal ASDAN (national awarding organisation) short courses which can be completed within the Lakeside setting.

Young People complete the challenges and develop skills including learning teamwork, problem solving, literacy and IT skills. Successful completion gains a certificate and ASDAN credits that can then be used towards the Certificate of Personal Effectiveness (CoPE) qualification at Levels 1 and 2.

Careers and SEND

In Lakeside we support our Young People to research and find out what advice / pathways are available to them through Worcestershire’s Local Offer. Staff will work with the Young People to plan how we can practically support them to realise their career aspirations.

Supported Internships

When our Young People describe the sort of experience / employment they would like to seek, and if it is in more of a practical capacity, we will do our best to find a suitable workplace to gain the enjoyment or skills they would like to learn

Monitoring, Evaluation and Review

In Lakeside, the success of our ‘Support for Learning and Off-site Education’ will be evaluated in a number of ways:

  • Feedback from our Young People themselves

  • Feedback from our staff, educational facilitator’s, parents, Social Workers, Virtual School Teachers, LA representatives etc.

  • Staff observation and assessment of our Young People’s engagement levels

  • By monitoring the self-esteem of Young People and staff

  • Achievement of outcomes set for individual Young People (through the Annual Review of the EHCP process and PEPs)

  • Networking with other providers

  • Forward Planning

  • Number of Young People successful in their completion of courses / gaining accreditation

A full description of our ‘Support for Learning and Off-site Education’ Policy is available through the following link...

Support for Learning and Off-site Education

The Director Education will report on the management and progress of this policy to the Senior Strategic Group annually. This policy will be reviewed annually by the Director of Education and the Senior Strategic Group to ensure it is fit for purpose.

Care and Support


Individual Care

It is the stated aim of Lakeside to provide individual care for all of our residents.

This is implemented through:

  • Continuous assessment and developmental planning, taking all needs into account and used to assist learning and skill development

  • A designated Key Worker who will have been chosen for that position take account of preferences alongside the staff member’s skills and suitability

  • Individual Care Plans identifying needs, which are then implemented and monitored by the Key Worker with support from, and in consultation with all involved professionals. Any changes that benefit the support and promotion of the young person’s needs are identified, recorded and promoted as to ensure a consistent approach going forward to best benefit the individuals life

  • Hydration and nutrition are assessed to ensure a healthy and well-balanced diet is provided offering good quality choices of food

  • Taking views, preferences and consent fully into account in carrying out personal care including the timing and preference of staff to assist with particular tasks. Service users’ dignity and privacy are maintained at all times

  • A daily diary is used to record peoples' activities, meals, goals achieved and any adverse behaviours. This helps to monitor progress and informs staff and the therapy team of any changes that may be required to promote positive outcomes

  • Keeping an individual permanent file in a safe place. This holds all relevant information and is maintained by the Key Worker

  • Having the Key Worker review the daily diary, permanent file and Care Plan regularly to ensure that they hold up-to-date records and information. Out of date information is transferred to a confidential file and stored in a locked storage area

  • Having the Key Worker review the daily diary, permanent file and Care Plan at least monthly by the Key Worker to ensure that they hold current information. Out of date information is transferred to the child or young person’s confidential file and stored in a locked storage area. The permanent files and Care Plans are reviewed quarterly as part of the quality assurance system. The permanent files and Care Plans are reviewed quarterly as part of the quality assurance system

Lakeside provides people with a personalised first class home and first class care, combined with a full, meaningful life that will eventually help them towards the ongoing stages of their lives.

Advocacy and Self Expression

This policy will guide staff in the provision of an environment in which there are fair and equitable services and opportunities for all those cared for within the home. As the young people live in a group home it is even more important that their individual needs are recognised. Staff will support the young people to make their desires and requests known. This will be done through a variety of methods from teaching basic communication skills – like/don’t like, yes/no, good/not good – provision of a Key Worker for each of our young people through to the provision of an external advocate service.

Developing new relationships

Our Place sees no impediment to young people developing new relationships and in fact this shows a developing maturity and emotional progress. However, the emotional vulnerability of those involved will be taken into account and if it is considered by all parties - professionals and parents - that one or other of the parties are likely to suffer serious personal harm, efforts will be made to distract and deter the relationship from developing any further.

Self Expression

Our Place encourages self expression and to support this provides the following:

  • Access to computers with email, internet with nanny service, letters, phone calls and photos or videos to their parents subject to written parental authority

  • Careful induction planning and preparation e.g. visits, sleepovers, personalised information packs

  • Access to on-site qualified staff and external therapists including Mental Health nurse, psychologist, psychiatrist, speech and language therapist, occupational therapist, music, art, dance, drama therapy and other health or psychiatric services as required as well as local NHS services.

Our Place provides its young people and young people with a first class home and first class care, combined with a first class, relevant and fulfilling education.

Values


In every area of their experience during their stay at Lakeside, our residents are treated as individuals, with individual needs and preferences. We work on the positives of a service user's character and help them to develop skills and development.

From the top down, everything we do, plan and develop is primarily aimed at providing positive outcomes and this follows the same philosophy as for the young people in Our Place.

Although every aspect and activity are part of a structured programme, we have staff who will go the extra mile to support and encourage people in their care. They show true joy in seeing positive progress and achievement.

We intend to carry on with the success stories which are testament to the approach of Our Place and the attitude its staff with Lakeside.

Staff


Each service user’s needs and wishes are catered for by our highly professional and trained staff. Our staffing levels ensure that every provision possible is made available to ensure that the individuals needs are met.

The home is run by a Senior Management Team (SMT) overseen by the director.

As well as a team of highly trained care staff the key personnel will comprise:

  • Head of Care / Registered Manager

  • Deputy Manager

  • Development Coordinator

  • Multi-Disciplinary Team (MDT) covering Speech and Language Therapy, Occupational Therapy, Psychiatry, Psychology

  • Well-being and Fitness Coordinator

A Senior Manager is on call 24 hours a day

Accommodation


The amenities have been purpose built to provide residents with:

  • A high level of independence

  • The choice to either socialise or to enjoy the privacy of their own, personalised, environment

  • South facing rooms with balconies and views over the Lake

  • North facing rooms with private gardens and individual front doors

  • Their own individual private postal address, so that to the outside world people using the service are not seen to be located in a care facility

Relationships and Community


Lakeside support people to develop relationships and new friendships within the home and in the community however for vulnerable adults a mental capacity assessment will be completed to ensure relationships are in the persons' best interest and people are protected from harm.

Working with local businesses, community groups and local authorities, we provide prearranged access to a wider community and activities including work experience and community projects.

Self expression

Lakeside encourages self expression and to support this provides the following:

  • Access to computers with email, internet with letters, phone calls and photos or videos to relatives subject to written authority

  • Careful induction planning and preparation e.g. visits, sleepovers, personalised information packs

  • Access to on-site qualified staff and external therapists including a psychologist, psychiatrist, speech and language therapist, occupational therapist, music, art, dance, drama therapy and other health services as required within local NHS services

What makes us different


Lakeside provides a specialist service incorporating autism, learning difficulties and complex needs. We operate an innovative and flexible approach which focuses on achieving the best possible outcomes for those in our care.

There is a person-centred culture in Lakeside which means that our methodology is based on assessed needs with tailored programmes which take into account the preferences, personalities, interests and tastes of each individual.

The programmes include individual activities, real life work opportunities, planned educational development (vocational college partnerships) and local community engagement.

Clinical Services

Our professional multidisciplinary team (MDT) is an essential part of our commitment to provide a high quality and comprehensive service.

The MDT comprises the following:

  • Clinical Psychologist

  • Speech and Language therapist (SALT)

  • Nurse

  • Psychiatrist, Occupational Therapist

  • Integrated into the service at all levels

  • Individual therapy

  • Personal Training

  • Measuring Outcomes

    Key to our success is the constant monitoring of progress through a recognised management system. We record and report on a number of KPIs including risk management, behaviour management, incident management, personal achievements, accreditations and qualifications as well as lifestyle and personal living outcomes through a personal diary of development.

    We set targets for clinical outcomes and review progress through a process that aims to demonstrate a reduction in clinical input through a whole service quality auditing system.

    Service Model

    Our service model is based on the Model Service Specifications set out by the NHS in 2017. Published in 2017, this was designed as a resource for commissioners to develop service specifications to support implementation of the national service model for people with a learning disability and/or autism who display behaviour that challenges.

    It formed part of the Transforming Care programme which had three main aims:

    1. To improve quality of care for people with a learning disability and/or autism

    2. To improve quality of life for people with a learning disability and/or autism

    3. To enhance community capacity, thereby reducing inappropriate hospital admissions and length of stay.

    4. In terms of each individual, this would mean:

      • “I have a good and meaningful everyday life”

      • “My care and support are person-centred, planned, proactive and coordinated”

      • “I have choice and control over how my health and care needs are met”

      • “My family and paid support and care staff get the help they need to support me to live in the community”

      • “I get good care and support from mainstream health services”

      • “I can access specialist health and social care support in the community”

      • “If I need it, I get support to stay out of trouble”

      • “If I am admitted for assessment and treatment in a hospital, it is high-quality and I don’t stay there longer than I need to”