Orpheus Centre

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

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Type of provider: Independent specialist college

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Address:

North Park Lane Godstone Surrey RH9 8ND Interim visit: Orpheus Centre, 2 to 3 December 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

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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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.

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Information about the provider

The Orpheus Centre is an independent specialist college located in Godstone, Surrey. It provides education for students who have moderate learning difficulties and a wide range of other physical and sensory disabilities and medical needs.  The focus of the college’s curriculum is to develop students’ communication, social interaction and independence skills using performing and visual arts as a medium to prepare them for adulthood. Through the development of independent living skills, students are supported to progress to semi-independent and supported housing destinations and, where appropriate, into voluntary and paid employment. At the time of the interim visit, there were 49 students studying vocational qualifications from pre-entry level to level 2.

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stakeholders and adapts to changed circumstances?

Managers explained how they tackled the challenges of moving from face-to-face to remote learning. Leaders explained how they worked with staff, students and parents to identify swiftly and solve any challenges. Leaders provided training, equipment and resources to students learning from home to make sure they could access the full curriculum remotely and continue their learning. Leaders felt that staff and students have adapted well to the new ways of working.

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stakeholders and adapts to changed circumstances?

Leaders described the steps they have taken to overcome the impact that COVID-19 has had on work placements. They explained the new enterprise projects that staff and students have developed to provide internal placements. For example, a group Interim visit: Orpheus Centre, 2 to 3 December 2020 of students are working on a creative arts café at the college. Another student is working in the college kitchen to make healthy snacks to provide a tuck-shop trolley service. Employers who offered work placements spoke very positively about their close relationship with managers at the college. Leaders have worked with employers to offer virtual sessions to prepare students for when they return to their placements.

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stakeholders and adapts to changed circumstances?

Leaders explained the changes they made to careers advice and transition arrangements for students. Students attended virtual sessions with careers advisers, and staff arranged virtual assessments and visits to supported living accommodation. Managers explained that these arrangements successfully helped students with their move to independent living.

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stakeholders and adapts to changed circumstances?

Partners who collaborate with the college spoke enthusiastically about the work staff have done to make sure students could still take part in external activities. For example, students had auditioned and secured roles in productions through virtual auditions. Some students had been able to work with a television producer remotely to take part in a self-shot documentary about disability.

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the reasonable needs of learners?

Leaders described the actions they took to review the curriculum in response to the pandemic. Leaders put staff and students into ‘bubbles’ to make sure they could study safely. Leaders explained how teachers now include more English and mathematics in their teaching sessions to reduce the number of teachers who work with each group.

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the reasonable needs of learners?

Leaders recognised that the pandemic had increased students’ anxiety. In response, leaders introduced more well-being and mindfulness topics into the curriculum. Students now start the day with a ‘sensory diet’ that includes meditation and relaxation techniques to ease their anxiety. Leaders told us that these sessions have been so successful they will remain as part of the curriculum. Leaders explained how they have been able to provide online therapy sessions for students. Leaders told us that they would continue the online sessions in the future for some students.

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the reasonable needs of learners?

Leaders described how they continued to check that the quality of teaching was still appropriate for students. Teachers felt that managers had supported them well and helped them to share good practice to improve the quality of their teaching. Staff explained that they used videos recorded by students as a useful way to assess their work. Students also worked online to submit written work, which could be marked by staff and checked by managers.

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the reasonable needs of learners?

Staff spoke passionately about the remote activities students and staff have been able to take part in that have contributed to their learning. For example, students arranged a musical performance and participated in a song-writing week and virtual Interim visit: Orpheus Centre, 2 to 3 December 2020 dance classes. Staff and students were also able to celebrate the end of the college year with a virtual summer party.

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potential risks, including from online sources?

Leaders explained the changes they made to increase students’ awareness of online safety. Leaders revised students’ induction to include a booklet that students completed about online safety. Leaders introduced a module about online safety in students’ independent living studies, and teachers sent visual guides to students and parents.

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potential risks, including from online sources?

Managers described the training they have given students so that they could take part safely in online sessions. For example, teachers sent individual log-in information directly to students or parents, made sure that all sessions were password protected and checked that students attended the correct sessions.

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potential risks, including from online sources?

Students we talked to know whom to speak to if they have concerns. They explained how they were keeping safe at college and the changes leaders had made to support them. They knew that they had to stay in their designated bubbles. Interim visit: Orpheus Centre, 2 to 3 December 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?

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