Loreto College

Name of lead inspector: Alison Humphreys, HMI

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Address: Chichester Road Hulme Manchester M15 5PB Interim visit: Loreto College, 7–8 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.

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Context and focus of visit

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 is based on discussions with leaders, managers, staff and students.

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Information about the provider

Loreto College is a large, catholic college situated in Manchester. Students are enrolled mainly from the Greater Manchester area and Derbyshire. A higher-than- average proportion of disadvantaged students study A-level programmes at Loreto College.

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Information about the provider

The college has around 3,500 learners aged 16 to 18, of which the majority study A- level programmes across 31 subjects. Of the 3,500 learners, 265 study BTEC National Extended Diploma level 3 programmes across four subject areas. In addition the college offers a small BTEC National Diploma provision at level 2 and a pathways to independence programme at foundation level.

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stakeholders and adapts to changed circumstances?

Students attend the college unless they are self-isolating. Leaders described the challenges that some students have faced during the COVID-19 (coronavirus) restrictions, because of a lack of equipment or safe space to learn at home. Leaders overcame this by providing laptops to students and opening the college’s study centre.

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stakeholders and adapts to changed circumstances?

Staff explained how they supported new students in the transition to college by providing high schools with transition tasks. For example, in English literature students read a play and analysed key points. Students say that trialling subjects supported their choices. Leaders adapted the transition arrangements for students with high needs. Students had frequent individual discussions with staff, and external Interim visit: Loreto College, 7–8 October 2020 agencies. They undertook personalised tours of the college and all students with high needs who had been offered places are successfully enrolled.

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stakeholders and adapts to changed circumstances?

Leaders feel that there have been positive changes to the way they carry out induction and enrolment that will continue in the future. During enrolment, they provided students with greater accessibility to course and specialist advisers. This enabled students to have a more detailed conversation about their needs and career aspirations. Leaders believe that this has resulted in fewer course changes than in previous years.

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stakeholders and adapts to changed circumstances?

Leaders state the biggest challenge is working effectively with a few external agencies to support students’ additional needs. Leaders feel students are not always getting timely support. As a result, the college has put in place emergency funds for students and ensured that they are supported by college counsellors.

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stakeholders and adapts to changed circumstances?

Leaders feel they benefit from sharing best practice and policies across the Loreto Education Trust. These include dealing with bereavement, safe opening of premises and weekly support from the college special educational needs coordinator. Governors state that they have joined a mental health hub to share expertise and experiences on how best to support staff.

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the reasonable needs of learners?

Teachers told us how they adapted the curriculum during the period that the college was only open to some students due to COVID-19 restrictions. For example, in drama, students studied Hedda Gabler online, with support from their teacher. This helped them to understand the content prior to returning to classroom-based learning where they are now performing the play. Teachers in health and social care took the decision not to deliver some units, such as end-of-life care, online. This was to ensure that teachers are available in person to support students who may be affected by the content.

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the reasonable needs of learners?

Now that the college has reopened to all students, teachers have altered the provision for students with high needs to take account of the new skills they need due to the pandemic. For example, as students are no longer able to carry out travel training on public transport, teachers have substituted this activity with training on ordering food online from supermarkets.

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the reasonable needs of learners?

Leaders told us that they have provided staff with training to enable them to utilise online learning resources and deliver lessons effectively. Leaders have partnered less-confident staff with those who are proficient in online delivery to support all staff to develop their skills.

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the reasonable needs of learners?

Teachers are utilising online teaching to support students who are self-isolating. This is in a trial stage, with a growing number of teachers who say that it is working well. Students Interim visit: Loreto College, 7–8 October 2020 say that they feel more involved in the lessons and are not disadvantaged by learning from home. Leaders plan to extend this trial to include all teachers in the coming weeks.

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the reasonable needs of learners?

Leaders, teachers and students describe a diverse and inclusive atmosphere within the college. They say that students are glad to be back in college and are benefiting from learning and socialising with their peers.

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potential risks, including from online sources?

Teachers promote online safety through additional sessions covering online identity theft, digital footprints and online meeting etiquette. They have altered the order of the topics they are now delivering to ensure students’ safety. For example, the prevalence of county lines activity has increased, which has led to teachers discussing the topic early in the programme.

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potential risks, including from online sources?

Staff are providing well-being support for students and their families. For example, during COVID-19 restrictions, families were supported through the food bank. Students in receipt of free school meals, including those who had completed their course in July 2020, continued to receive money to buy food throughout the summer. College counselling support is continuing for those students who are now on a gap year.

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potential risks, including from online sources?

New students receive information on safeguarding and support services available before attending the college. Leaders explained how several students accessed support services before September, which enabled students to feel safe and settled.

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potential risks, including from online sources?

Staff receive specific safeguarding training relating to their current context. For example, staff completed modules on criminal exploitation and mental health first aid. Interim visit: Loreto College, 7–8 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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