Brogdale Community Interest Company

Brogdale Community Interest Company Interim visit report

p.1

Name of lead inspector: Emma Barrett-Peel, Her Majesty’s Inspector

p.1

Type of provider: Independent specialist college

p.1

Address:

Culnells Farm School Lane Iwade Kent ME9 8QJ Interim visit: Brogdale Community Interest Company, 24 to 25 November 2020

p.1

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.

p.2

Context and focus of visit

We intend to return to routine inspection in January 2021 but will keep the exact timing under review.

p.2

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.

p.2

Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 lockdown restrictions, we made this visit remotely to reduce pressure on the provider.

p.2

Information about the provider

Brogdale Community Interest Company (Brogdale CIC) is a registered charity and company limited by guarantee. It is located in Kent. It provides pre-apprenticeship education and training for young people who have not been in education for several years because of exclusions and/or complex mental health needs. It was registered as an independent specialist college in 2017.

p.2

Information about the provider

The college comprises six rural sites located in three towns in Kent: Faversham, Ashford and Sittingbourne. At the time of the visit, there were 51 students studying vocational qualifications from entry level to level 2. Students study from a range of subjects, including horticulture, creative craft, food and cookery, farm animal care, and environmental and conservation skills.

p.2

stakeholders and adapts to changed circumstances?

Leaders explained the steps they took during COVID-19 restrictions to support students. They talked about the difficulties of helping students who could not attend college to develop practical skills. Leaders told us how they had concentrated on improving these students’ theoretical knowledge.

p.2

stakeholders and adapts to changed circumstances?

Leaders spoke about how they changed their plans to expand the number of students coming to college because of the pandemic. They talked about how they Interim visit: Brogdale Community Interest Company, 24 to 25 November 2020 had reduced class sizes to allow for any further restrictions in teaching. They spoke about the alterations that they had made to the content of the curriculum as a result of the pandemic. They explained how the practical nature of many of the subjects that learners studied enabled staff to teach outdoors.

p.2

stakeholders and adapts to changed circumstances?

Employers talked about the benefits that work-experience placements brought to learners, such as improving their self-confidence and helping them to learn and develop practical skills. They explained how students’ placements had been affected by the pandemic. For example, one student had not been able to return to a work- experience placement because the business has been unable to resume standard working practices. Another student had to take a break from a placement due to having to self-isolate.

p.3

stakeholders and adapts to changed circumstances?

Leaders shared their concerns about future employment opportunities for students, particularly in areas such as hospitality and catering. They explained how they had increased the frequency of conversations with students about their next steps and alternative employment opportunities. Leaders and managers explained the additions they had made to their social business placements for students in response to the reduction in employment opportunities. New placements include opportunities for students in a community garden scheme, floristry and on a chaperone walking scheme.

p.3

the reasonable needs of learners?

Leaders explained the quick actions they took to support students who could not come into college at the start of the pandemic. They loaned students laptops and gave them college email accounts to enable them to communicate safely with staff. Teachers sent art packs and recipes to students studying craft and hospitality subjects so they could continue practical work at home. Teachers provided paper- based resources for students who could not work online.

p.3

the reasonable needs of learners?

Leaders spoke proudly about students’ increased motivation to learn despite the challenges of the pandemic. They explained how creative staff and students had been in providing evidence of practical work. For example, students studying horticulture worked in their own or neighbours’ gardens and sent teachers photographs of what they had achieved.

p.3

the reasonable needs of learners?

Leaders explained how a few students had found attendance and participation in lessons a challenge. Some students were anxious about learning remotely or attending lessons. Students we spoke to were very pleased to be back at college. Leaders recognised that some students’ progress had been impeded, particularly in the development of their mathematical skills. They explained the changes they had made to the curriculum, which they felt would help students catch up quickly. Interim visit: Brogdale Community Interest Company, 24 to 25 November 2020 Staff told us how they had identified students’ gaps in knowledge, particularly around the development of practical skills. Teachers helped students to re-visit and improve these skills. For example, teachers worked with students studying horticulture to make sure they could work safely with equipment or machinery.

p.3

the reasonable needs of learners?

Students explained that they felt more confident about working remotely and using online resources. Leaders told us how they had helped staff to develop their skills to teach online and work with students remotely. Staff explained how their daily welfare checks with students helped them understand and provide for students’ individual needs and check their progress and well-being.

p.4

potential risks, including from online sources?

Leaders explained how they had worked with staff and students to make sure remote learning was safe. For example, video calls to students always included two members of staff. Leaders talked about how they had created a guide for learners that included frequently asked questions about staying safe. Students told us that these guides helped them feel less anxious about their return to college . Teachers worked with students to create their own guides to help them stay safe online.

p.4

potential risks, including from online sources?

Students we talked to felt safe at college. They knew how to report concerns and stay safe when working remotely or online. They told us that teachers continued to re-visit online safety in their lessons. Students told us about the videos staff had made that helped them understand how to stay safe in college. Interim visit: Brogdale Community Interest Company, 24 to 25 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

p.4

potential risks, including from online sources?

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

potential risks, including from online sources?

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

potential risks, including from online sources?

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

potential risks, including from online sources?

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

p.5