DV8 Education & Training Community Interest Company

DV8 Training (Brighton) Limited Interim visit report

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Name of lead inspector: Montserrat Pérez-Parent, HMI

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Type of provider: Independent learning provider

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Address: 12 Queen Square Brighton East Sussex BN1 3FD Interim visit: DV8 Training (Brighton) Limited, 5–6 November 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 in this period, including those 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 the findings are based on discussions with leaders, managers, staff and learners.

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Information about the provider

DV8 Training (Brighton) Limited (DV8) is an independent learning provider specialising in creative industry courses for students aged between 16 and 24 years old. It has campuses in Brighton and Bexhill.

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Information about the provider

DV8’s main subject areas are fashion and design, games development, media production, music production and performance, event management, and life skills.

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Information about the provider

DV8 has recently been acquired by the London Learning Consortium and a new principal started in September 2020.

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stakeholders and adapts to changed circumstances?

Leaders and managers responded quickly to the first period of national COVID-19 restrictions and made all lessons available remotely. They took the decision to continue with remote lessons until the end of the academic year.

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stakeholders and adapts to changed circumstances?

Leaders and managers identified that students’ access to technology was the biggest barrier to continuing to provide good-quality teaching. They distributed high- specification laptops and specialist software to those students who needed them.

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stakeholders and adapts to changed circumstances?

In September, students returned to lessons at college every other day and worked remotely from home the rest of the time. In response to feedback from students and their parents/guardians, leaders and managers are increasing the amount of face-to- face lessons in the second half of the autumn term. Interim visit: DV8 Training (Brighton) Limited, 5–6 November 2020 Leaders and managers have secured an additional venue in Brighton to allow all level 1 and 2 students to attend college full time. Students on level 3 courses will continue to work remotely one day a week as they have developed the skills they need to manage their own time and keep up to date with their work.

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stakeholders and adapts to changed circumstances?

Teachers have made changes to how they teach and assess their subjects as a result of the pandemic. They now teach the main course content earlier in the year. They have planned assessment activities that will allow students to complete them remotely if further periods of national restrictions prevent them from attending lessons face to face.

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stakeholders and adapts to changed circumstances?

Leaders and managers have been able to introduce work experience that students can carry out for employers from home. For example, a record label is now involving students in their social media campaigns.

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stakeholders and adapts to changed circumstances?

Teachers work with students to develop the communication and teamwork skills that they will need when they work in the industry. They describe how students are being disadvantaged by not being able to gain these skills in the workplace.

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the reasonable needs of learners?

Most teachers had already been using technology in their lessons and their transition to remote teaching was a smooth one. Leaders and managers provided training for staff who needed it so that they could teach remote lessons effectively.

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the reasonable needs of learners?

Leaders and managers planned a longer period of introduction to college to reduce the anxiety that some students and staff had about returning to college. Students with education, health and care plans benefited from an additional session to familiarise themselves with the new safety measures. Teachers used these weeks at the start of term to identify any gaps in the knowledge and skills of new and returning students.

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the reasonable needs of learners?

Leaders and managers have introduced a new role of academic tutor. These tutors take responsibility for a group of students and provide them with support. At tutorials, academic tutors monitor the progress that students are making in their remote learning as well as their well-being.

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the reasonable needs of learners?

Teachers have adapted their careers advice because of the pandemic. They have added a careers section to their virtual learning environment and have worked with industry experts to highlight changes to ways of working.

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the reasonable needs of learners?

Staff told us that students were keen to return to college and most are enjoying being back. Teachers report less disruption in lessons. Students who are still anxious Interim visit: DV8 Training (Brighton) Limited, 5–6 November 2020 about returning to classes benefit from individual adjustments to their schedules. For example, some are still studying from home.

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the reasonable needs of learners?

Teachers have seen an improvement in the students’ ability to manage their own time and organise their work. They report an improvement in the students’ written English as a result of the written work they did when they were studying at home.

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potential risks, including from online sources?

Leaders continue to work with staff, parents and local authorities to comply with their statutory duties and keep students safe.

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potential risks, including from online sources?

Leaders and managers revised their safeguarding policies to include more specific information on staying safe while learning remotely. They provided training for staff on keeping students safe online. For example, staff learned how to identify vulnerable students at risk from being radicalised through social media.

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potential risks, including from online sources?

Managers and teachers ensured that they contacted vulnerable students frequently during the period of national restrictions. They increased the communication with parents and carers to understand how to best support the students.

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potential risks, including from online sources?

Leaders and managers made sure students completed safeguarding and health and safety training before they returned to college. They trained students on how to work safely online, and the risks of extremism they may come across. Interim visit: DV8 Training (Brighton) Limited, 5–6 November 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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