The Limes

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. This was the first assessment of a newly registered service. This key question has been rated good. This meant people’s needs were met through good organisation and delivery.

This service scored 82 (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. The provider was dedicated to nurturing and mentoring staff and recognised staff for their achievements. People were recognised as individuals with a life ahead of them. Their views were captured in care planning to ensure people had control over their own lives. The service focused on developing new skills to support people to move in to supported living services. Skills learned at college were continued in the home setting, for example cooking and preparing meals.

The provider had an exceptional understanding of the diverse health and care needs of people and their local communities, so care was joined-up, flexible and supported choice and continuity. The management team worked alongside local youth clubs and high school to educate people and to share their stories. This had changed the relationship with the local community who have become more understanding about people with learning disabilities. People attended the local college which was designed to support people to develop daily living skills. Staff supported people at college and learned the skills with people to enable them to support people back at home.

The provider supplied appropriate, accurate and up-to-date information in formats that were tailored to individual needs. Information was available in easy to read formats and gave people the opportunity to understand policies and procedures such as complaints. People were involved in their care plans and knew this information was about them and was in place to help staff know them better.

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. An easy to read file was available with clear pictures to assist people in how to raise complaints with the registered manager. We saw evidence that complaints were followed up and addressed in a timely manner and that appropriate actions had been taken and lessons were learned to mitigate future complaints.

The provider made sure that people could access the care, support and treatment they needed when they needed it. Staff and leaders knew people well and knew their individual aspirations and desires. Plans were in place to support people to develop. One person could not tolerate a bed when they first moved in, and staff explained how they had taken small but positive steps to ensure they received support and better outcomes. First, they started with a small cushion on the floor and then placed it on the bed and now they rest in bed and slept well. This had improved their outcomes as they were supported to have a better sleeping pattern, and the quality of their sleep had improved.

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. Care plans were well written and informative. Outcomes for people were good and people had opportunities to develop skills. Relatives spoke highly of the support people received. One relative said, “The best thing about the placement is the staff. Without the staff they have it wouldn’t be what it is. They care, it’s not just a job, you can see it. When we see [family member] reacting with some of the staff, they are so good with him. We have a good relationship with staff, they are always upbeat and honest, if something happens, they tell me. If [family member] had a bad day, we are informed immediately.” Another relative said, “The placement is the best thing that has happened to me and my [family member]. It gives us a lot of comfort and assurance that [family member] is happy and they are giving [family member] support to look at the next phase of life which may be possible assisted supported living which gives [family member] something to aim at.”

People were supported to plan for important life changes, so they could have enough time to make informed decisions about their future. The service was a transitional service and therefore people were supported for short periods of time while they were studying at the local college. Transition plans were reviewed regularly, and timescales were appropriate. The intention of the service was to support people to find appropriate supported living accommodation when they leave college. Transition plans included relevant others and how they would be involved in ensuring the plan was effective. Plans were separated into small steps and tasks to ensure success. People were matched to staff who people bonded with or shared interests with.