This inspection took place on 13 June 2017 and was announced. At the last inspection on 30 March 2015 the service was rated Good.

Framfield House is a residential unit providing accommodation and care to young adults who attend St John’s School and College. St. John’s is a special educational needs (SEN) school and specialist college that provides education, care and medical therapy to young learners aged 7 to 25, who have a wide range of complex learning disabilities, such as autism and related autistic spectrum conditions (ASC) and young learners who have special needs resulting from behavioural, emotional and social difficulties (BESD). Framfield House is based in Seaford, approximately 13 miles from the college campus and is a 38 weeks a year service, meaning that learners can live at the service only during term time. The service is registered for a maximum of nine people. At the time of our inspection, there were seven young adult learners living at the service all of whom were male. The provider refers to people using the service as learners, which they will be referred to in this report.

There was a registered manager in post. A registered manager is a person who has registered with the Care Quality Commission to manage the service. Like registered providers, they are ‘registered persons’. Registered persons have legal responsibility for meeting the requirements in the Health and Social Care Act and associated Regulations about how the service is run.

The service had positive culture that was exceptionally person-centred, open, inclusive and empowering. Staff went the extra mile to share information with learners and provide explanations in a way that empowered them to make informed decisions and become more independent

Staff had a common aim and purpose to achieve outstanding outcomes for learners. They excelled at providing consistency which had a positive impact on learners’ wellbeing, reduced their anxiety levels and provided stability.

Learners living at Framfield House were supported with exceptional care, dedication and understanding. Transitions for learners to and from their care setting at college were bespoke and planned thoroughly. For learners with complex physical or emotional needs a great deal of planning and preparation was involved. When changes were needed these were done as quickly as possible, such as recognising the living arrangements were not right for one learner, leading to an entire floor of the service being dedicated for this learner to have their own space.

Learners mattered and the care was exceptionally personalised. Each person had a trusted member of staff, known as a keyworker, who took a lead role in each person's care and wellbeing. They continuously looked for ways to ensure learners had positive experiences and led fulfilling lives. Staff knew about learner's lives, their interests and talents and encouraged them to become more independent and try new things. Staff worked closely and co-operatively through partnership working to make sure learners had access to ongoing support, to remain at college if they wished and to make sure when they moved on, the appropriate arrangements had been made for them.

Learner’s experience of their care and support was overwhelmingly positive. They were involved in the planning and reviewing of their care records and were able to direct their care, and were assisted innovatively to learn how to manage their anxieties and emotions. They discussed and shaped the activities they wished to take part in and were listened to. They took part in socially inclusive activities in their local communities and well as at the college. Learners had work experience and work placement opportunities as well as working in college departments. Information was shared and explanations given to learners to help them form their own opinions and make their own choices and decisions.

Staff were enthusiastic and happy in their work. They felt supported within their

This inspection took place on 30 March 2015 and was unannounced.

Framfield House is registered to provide accommodation and personal care for a maximum of nine adults with learning challenges and some behaviours that challenge. The young people all attended the Provider’s nearby school or college and were referred to as “learners.” Relatives told us, “X receives quality care at Framfield and is encouraged to develop and grow as an individual.”

The service had a registered manager. A registered manager is a person who has registered with the Care Quality Commission to manage the service. Like registered providers, they are ‘registered persons’. Registered persons have legal responsibility for meeting the requirements in the Health and Social Care Act 2008 and associated regulations about how the service is run.

All learners were able to communicate verbally to some degree. At the time of our visit there were eight permanent residents. The house comprised three stories and a basement and there were ten bedrooms in total.

Learners told us they felt safe with the care staff and there were sufficient staff to meet people’s needs. Staff had received the necessary training to recognise signs of potential abuse and knew what to do if safeguarding concerns were raised. There was evidence of discussions and joint decisions about the use of restraint. Staff had the required competency to meet people’s needs. Staff received on-going supervision and appraisals to monitor their performance and development needs. Relatives told us they felt safe with the number of staff on duty. Medicines were sourced, stored and administered by trained staff and recordings around medicines were accurate.

Staff told us they had a good induction and were given on-going relevant training to help them achieve the best outcomes for people. Learners at the service all had capacity to make decisions, but staff were aware of the Mental Capacity Act 2005 and understood its implications. Learners were able to give consent and were fully involved in care planning. Staff told us, “It’s a lovely home and it’s their home.” Staff we spoke with had received training on the Mental Capacity Act 2005 and Deprivation of Liberty Safeguards (DoLS). This legislation sets out how to proceed when people do not have capacity and what guidelines must be followed to ensure people’s freedoms are not restricted.

Staff talked about people in a caring way and they were very respectful. They knew people and their needs well and were able to describe to us the support people required and how it was provided in a way that met their individual needs. Relatives were happy with the way the service supported their loved ones.

There was clear input from learners in care plans around the writing and review of a range of risk assessments to keep them safe. Learners were involved in planning the menus and received a balanced and nutritious diet. Specially tailored menus were provided for people with specific dietary needs. Learners’ day to day health needs were met either with the support of relatives or staff at the service who made sure all external healthcare appointments were arranged and attended.

The provider operated a key-worker system and staff knew the learners and their needs well. Learners were actively involved in all aspects of their care planning and were encouraged to attend weekly learner meetings to organise menus and activities. There was also an annual Learners’ Voice Conference where they could raise concerns or suggestions. Learners were encouraged to be as independent as possible both in the service and out in the wider community.

Records showed that the Care Quality Commission (CQC) had been notified, as required by law, of all the incidents in the home that could affect the health, safety and welfare of people.

Relatives told us there was good two-way communication staff and the manager was very approachable. The provider took account of feedback from learners, their relatives and staff to drive improvement and ensure the quality of the service.