89 Hampton Road East

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 service met people’s needs. At our last inspection 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.

People received person-centred care which met their needs and reflected their preferences. Relatives told us people looked well cared for and were always provided with smart, clean clothes. People were supported to have showers and baths whenever they wanted and needed these. Staff helped people to understand about the importance of healthy eating and self-care. They encouraged people to do things for themselves when they were able.

The staff understood the health and care needs of people using the service and enabled them to receive joined up care. They liaised with professionals working at colleges, work placements and within the community to help make sure people had the support they needed to pursue different activities and interests. The staff also worked with care professionals so people could access health care appointments and to ensure their needs were being assessed and planned for. The staff provided information to different professionals so that this could be used to monitor their mental health and wellbeing. For example, records to show when people had become anxious, what had happened and how they had supported the person to resolve this.

People received information they needed to help them understand about the service and make choices. The staff used a range of methods, including pictorial and written information to help communicate with people. Staff allowed people to take time to understand information. There were posters and leaflets available to tell people about other services, how to make a complaint and how to recognise abuse. People’s relatives told us the staff and provider gave them information they needed about the person being cared for and about other aspects of the service.

There were ways to ensure people were able to give their views and were listened to. Each person had an allocated key member of staff who met with them to discuss their support. They were involved in reviews of their care. People using the service, relatives and other stakeholders were invited to contribute their views using surveys. There was a clear complaints procedure and people knew how to use this. Relatives told us they felt able to speak with the registered manager and knew how to make a complaint.

People could access the care and support they needed. Staff understood about the needs of people with a learning disability and autistic people. They worked with others to recognise and reduce barriers people experienced. The staff team discussed how they could support people to access external venues safely. For example, considering times of the day and week which may be less busy because crowds could make some people anxious.

People’s equality needs were considered and met. Staff understood the impact and challenges people could experience because of their neurodiversity and disabilities. They made sure they had tools to support people to communicate and feel safe. Staff undertook training about equality and diversity, and this was regularly discussed within the team. The training included asking staff to challenge themselves and think about how they could help overcome barriers for people using the service. The provider supported people using services within the organisation to feel represented. For example, people carried out quality checks of different services and gave feedback about these from their perspectives.

The staff supported people to plan for their future. They created personalised objectives. These included learning new skills and developing independence. There were regular reviews of people’s care, and these considered what they wanted to achieve. Some people had started new college courses, and employment opportunities. Plans were discussed with the person and their representatives.