Chatsworth Futures Limited

Chatsworth Futures Limited Re-inspection monitoring visit report

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Name of lead inspector: Maura Cummins, HMI

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Type of provider: Independent specialist college

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Address:

Vicarage Road Swinton Salford Greater Manchester M27 0WA Monitoring visit: Chatsworth Futures Limited, 28−29 January 2020

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Context and focus of visit

This is the second re-inspection monitoring visit to Chatsworth Futures Limited following publication of the inspection report on 22 February 2019 which found the provider to be inadequate overall.

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Context and focus of visit

Chatsworth Futures Limited (Chatsworth Futures) joined Chatsworth Multi-Academy Trust in September 2018. The college provides day provision for young people aged 19 to 25 with severe learning difficulties, profound and multiple learning difficulties and autism spectrum disorder.

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Context and focus of visit

Learners study on programmes that are at, or below, entry level. At the time of the monitoring visit there were seven learners for whom the college receives high- needs funding. All learners have an education, health and care plan (EHCP).

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Significant progress

Since the previous monitoring visit, governors, leaders and managers have continued to place a high priority on the health and safety of learners. Thorough and frequent risk assessments of learning spaces are embedded in health and safety practices. The learning environment is safe.

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Significant progress

Governors have provided highly effective scrutiny and challenge to ensure that leaders and managers address health and safety concerns swiftly. Health and safety updates are provided to governors at all board meetings. For example, after inspectors found the kitchen to be unsafe at the previous inspection, the board commissioned an external consultant to carry out a health and safety inspection and a risk assessment of the kitchen. Surplus equipment was removed and the environment was made safe. Only then did governors give permission to re-open the kitchen. Learners are now, once again, able to develop their catering skills for employment and independence.

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Significant progress

Leaders and managers have identified and embedded health and safety training across the college. All staff receive mandatory training. The trust’s business officer, the health and safety coordinator, who is the principal, and the governor responsible for health and safety all receive appropriate training. Teaching assistants carry out frequent routine health and safety risk assessments across the Monitoring visit: Chatsworth Futures Limited, 28−29 January 2020 college to ensure that the environment is safe for learners. Governors and staff receive frequent safeguarding training.

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Significant progress

Staff check the safety of their learning environments and incorporate health and safety in the planning of their learning sessions. For example, in employability sessions, learners cover how to identify potential risks to themselves and others. Consequently, learners increase their awareness of their own safety.

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Significant progress

All health and safety concerns are carefully logged and actioned appropriately.

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Significant progress

Leaders and managers have carefully considered the content of individual learner’s programmes. The curriculum is derived from learners’ EHCPs and has a strong focus on the skills that learners will need when they complete their education and move into adulthood. For example, the bespoke sensory curriculum incudes music therapy, hydrotherapy, independent living skills, the Duke of Edinburgh’s Award and communication skills.

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Significant progress

Most staff use highly effective strategies to support learners’ communication. For example, learners use pictures and symbols successfully to understand and practise the sequence and order of tasks. This is so that they can complete basic independence skills such as using a brush to clean the floor. Tutors and teaching assistants use techniques, such as modelling, to help learners learn how to carry out tasks more independently. In independent living skills sessions, tutors use assessment effectively to adapt the planning of activities to meet individual learner needs.

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Significant progress

Therapists do not work collaboratively enough or focus sufficiently on learners’ core learning goals. Consequently, learners do not make the best possible progress.

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Reasonable progress

Since the previous inspection, leaders and managers have reviewed and revised the processes in place to create individual learning goals and targets for learners from their EHCPs. They have reduced the overall number of individual learning goals for each learner and now focus on key priorities for learning. Monitoring visit: Chatsworth Futures Limited, 28−29 January 2020 Leaders and managers have introduced an assessment tool specifically for identifying gaps in learners’ English and mathematics skills. Tutors carry out detailed vocational subject baseline assessments. As a result, staff have a better understanding of the goals that they need to set for each individual learner in relation to their EHCP outcomes.

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Reasonable progress

Assessments for learners with profound and complex needs, such as non-readers or learners who struggle to use technology, are not always accessible. Consequently, staff are not able to accurately identify the starting points for these learners.

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Reasonable progress

Tutors know their learners very well. They plan learning activities that are carefully matched to learners’ individual goals. Tutors check learners’ progress frequently to ensure that learners are achieving their individual goals. As a result, learners make progress towards achieving their long-term goals. Monitoring visit: Chatsworth Futures Limited, 28−29 January 2020 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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