Sunnyside House

Staff at Sunnyside House were exceptionally responsive and caring in meeting people's individual care and support needs resulting in positive outcomes for learners. One relative told us, "I've never come across an organisation like this, five-star rating all the time." Another said their family member, "Is just so happy there, you can't get more than that, if [family member] is happy we are happy…We are happy with everything, we work together, overall understanding of people's needs is very good."

Staff were highly motivated, caring and compassionate, sharing a joint focus of supporting learners to receive a high-quality service and to be as independent as possible. Learners spoke about the close bonds they had developed with staff, and the person-centred support they received to overcome any barriers which were preventing them achieving their goals.

Learners were supported in a clean and hygienic environment. One relative told us, "It's always clean." Staff followed safe infection prevention and control processes and guidance was available to support staff and update relatives, including visiting arrangements, during the COVID-19 pandemic.

Risk's to learner's safety were assessed. Learners told us they felt safe, and if they had any worries knew who to talk to. Staff knew how to report any concerns. Learners received their medicines as prescribed and had access to a range of health and social care professionals when needed.

The service followed safe recruitment procedures, and ensured there were enough, trained and skilled staff available to meet learner's needs. Staff praised the induction they received, their supportive colleagues, and positive teamwork.

The registered manager engaged and consulted well with learners, relatives, staff, health and social care professionals. Learners engaged with the management team and were aware when they were on duty. Staff felt supported and valued, saying they would recommend the service as a good place to work.

The provider had systems in place to monitor the quality and safety of the service and worked well

alongside other professionals and external agencies to meet learner's needs. This included systems to support learners, their relatives and staff to feedback their views and influence change.

Learners were supported to have maximum choice and control of their lives and staff supported them in the least restrictive way possible and in their best interests; the policies and systems in the service supported this practice.

We expect health and social care providers to guarantee autistic people and people with a learning disability the choices, dignity, independence and good access to local communities that most people take for granted. Right Support, right care, right culture is the statutory guidance which supports CQC to make assessments and judgements about services providing support to people with a learning disability and/or autistic people.

The service were able to demonstrate how they were meeting, and exceeding the underpinning principles of Right support, right care, right culture. A significant emphasis continued to be placed on providing person centred care to enable learners to set and achieve their goals to be as independent as they could be. Although the model and size of the service was not in line with current best practice guidance; it did not impact on learners having choice and control over their lives. Learners were continually involved in making choices and decisions regarding their home and told us they felt listened to. Staff's focus worked in a way which empowered and promoted learner's independence.