Trinity Solutions Academy

Trinity Solutions Academy Interim visit report

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Address:

Condercum Road Newcastle upon Tyne NE4 8XJ Interim visit: Trinity Solutions Academy, 8–9 October 2020

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Context and focus of visit

On 17 March 2020, all routine inspections were suspended due to the COVID-19 (coronavirus) pandemic. As part of our phased return to routine inspections, we are carrying out ‘interim visits’ to further education and skills providers. Interim visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners and apprentices in this period, including learners with high needs and those with special educational needs and/or disabilities. We intend to return to routine inspection in January 2021 but will keep the exact timing under review.

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Context and focus of visit

The focus of these visits is on the themes set out below and the findings are based on discussions with leaders, managers, staff and learners.

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Information about the provider

Trinity Solutions Academy, which is part of a multi-academy trust, opened in January 2016. It shares a site in the centre of Newcastle upon Tyne with Trinity Academy Newcastle and Trinity Post-Solutions Limited. Its aim is to enable vulnerable and disadvantaged learners who have significant barriers to learning to re-engage with education and enter employment. The campus has specialist vocational learning environments, including a farm and motor vehicle and construction workshops.

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Information about the provider

At the time of the visit, there were 78 learners aged 16 to 19 on study programmes; of these, eight were in receipt of high-needs funding and 16 were enrolled with a subcontractor where they were studying hairdressing, barbering and beauty therapy.

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stakeholders and adapts to changed circumstances?

Leaders consider that they have responded well to the challenges posed by the pandemic. They understand the support needs that their learners now have, particularly those with specific educational needs. In a recent survey, leaders found that over half their learners reported an increase in anxiety and stress in their everyday lives. As a result, leaders have introduced activities and interventions to help those who need extra support to manage their mental health.

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stakeholders and adapts to changed circumstances?

Leaders believe that they managed the transition to remote learning successfully. They perceive this alternative way of working as a positive development that they will adapt and keep moving forward. Leaders have planned when to use remote teaching to make it most effective. For example, they have decided to teach English and mathematics classes online so that they can reduce the number of learners who have to be physically present in their buildings. Interim visit: Trinity Solutions Academy, 8–9 October 2020 Leaders identify that the biggest challenge that they face this academic year is ensuring that learners make enough progress in English and mathematics. They know that a large proportion of learners have significant gaps in their knowledge and skills in these subjects. They have put plans in place to close these gaps.

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stakeholders and adapts to changed circumstances?

Leaders consider that the opportunities for their learners to move into employment are likely to be limited due to the local economic situation, particularly in the construction industry where, historically, a large proportion of learners have secured employment. As a result, they have adjusted the curriculum to focus more on the development of skills that will be of value in a range of vocational contexts.

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the reasonable needs of learners?

Staff have received support to develop their skills in using online learning to meet the needs of learners. Teachers have become more confident and familiar with using online resources and see the flexibility of online teaching as a positive feature. When teachers have had to self-isolate, they have continued to teach their lessons from home using video-call technology. Leaders have put measures in place to review the quality of online teaching.

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the reasonable needs of learners?

Following the COVID-19 restrictions, learners were anxious about coming into the centre and using public transport, particularly if they had a vulnerable family member. As restrictions lifted, staff offered the opportunity for learners to come into the centre individually or to have video calls. In an attempt to ease concerns, leaders gave learners video tours to show the safety procedures that had been introduced. Since September, all learners have returned to face-to-face learning in the centre.

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the reasonable needs of learners?

Teachers feel that many learners were negatively affected by the lack of a routine during the COVID-19 restrictions. They reported that learners are more engaged and motivated to learn since returning to the centre and are responding well to the mix of face-to-face and virtual learning.

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the reasonable needs of learners?

Staff build careers education, information, advice and guidance into the curriculum. They give subject-specific advice to learners in vocational groups. As the career opportunities that are likely to be available to learners are changing, staff have taken steps to provide learners with guidance and activities about a wider range of options, including self-employment. Learners studying land-based subjects have taken part in the FaceTime a Farmer initiative to find out about possible careers that they might pursue in the future. Interim visit: Trinity Solutions Academy, 8–9 October 2020

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potential risks, including from online sources?

Staff maintain close links with the local authority and social services, which enables them to provide appropriate support to learners with safeguarding concerns.

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potential risks, including from online sources?

Learners follow guidance to mitigate the risks of the pandemic, including washing their hands more frequently and maintaining social distancing in lessons.

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potential risks, including from online sources?

Leaders are aware of the risks posed to learners when they are online, such as online bullying and being encouraged to send inappropriate images to friends. They work with learners to ensure that they understand the risks. They recognise the need to reinforce learners’ awareness, particularly when learners’ actions are not in line with the advice and support that they have been given.

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potential risks, including from online sources?

Learners understand how to keep themselves safe online and in their everyday lives. They can identify whom they would contact if they did not feel safe. Interim visit: Trinity Solutions Academy, 8–9 October 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 and child protection.

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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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

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