Cambian Lufton College

Cambian Lufton College Interim visit report

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Name of lead inspector: Kathryn Rudd, Her Majesty’s Inspector

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Type of provider: Independent specialist college

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Address: Lufton Yeovil Somerset BA22 8ST Interim visit: Cambian Lufton College, 8 to 9 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 students 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

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

Cambian Lufton College is an independent specialist college based in Somerset. It caters for students with learning disabilities, often coupled with autistic spectrum disorders, behavioural and emotional difficulties. The college offers residential and day provision for students between 16 and 25 years of age, including those who are based at the college for 52 weeks a year. The majority of students are residential and live in homes that are in, or close to, the college campus. Some students live in the nearby town.

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stakeholders and adapts to changed circumstances?

At the start of the pandemic, leaders planned for adjustments to face-to-face teaching in line with proposed government restrictions and the requirements of different student groups. Students who were based at the college for 52 weeks a year remained on site and learning took place in residential areas. Other students studied remotely and then returned to college at different times depending on their needs.

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stakeholders and adapts to changed circumstances?

Leaders and families highlight how staff adapted the curriculum to provide practical learning opportunities for young people who struggled being in a classroom for long periods. During lockdown, staff worked together in teams focused around individual students. This consistency meant staff were able to jointly model positive behaviours and reinforce student’s learning.

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stakeholders and adapts to changed circumstances?

Leaders feel they have improved their communications with parents, which includes taking their parent forum online. Managers have appreciated leaders’ regular communication, which they say reassured staff and students. Interim visit: Cambian Lufton College, 8 to 9 December 2020 During lockdown, leaders built new learning and fitness facilities on site, including a gym and greenhouse. This helped students maintain their normal routines and develop their practical skills.

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stakeholders and adapts to changed circumstances?

Some students have struggled to adjust back to college life and the new safety restrictions in place. This has led to an increase in low-level behavioural issues. Staff have been working with students to prepare them for these changes, using stories which use images and text to explore current social issues.

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stakeholders and adapts to changed circumstances?

Students have continued to access independent careers and advocacy services. The careers adviser has provided virtual support via video calls. An advocate has been meeting with students face-to-face since September 2020.

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stakeholders and adapts to changed circumstances?

After lockdown, leaders bought gazebos and hampers, enabling students who had remained on site to meet outside with their families and enjoy socially distanced picnics.

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stakeholders and adapts to changed circumstances?

Leaders have valued their parent organisation’s support during the pandemic. Group leaders bought technology equipment for staff working from home, supported site redevelopment and established meetings so college leaders could share good practice.

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the reasonable needs of learners?

Managers adapted their curriculum during lockdown, so students could continue to work towards their qualifications. For example, they changed subjects from animal care to car valeting, so students could more easily gain skills at home. Teachers helped students benefit from natural learning opportunities, such as developing their email skills when working remotely.

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the reasonable needs of learners?

Staff created new learning opportunities, so students could continue to develop their practical skills. When external volunteering placements stopped, staff set up internal coaching placements for students with college sports teams. Teachers developed activities for students both on-and-off site, such as designing accessible walks around the college and in students’ home areas.

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the reasonable needs of learners?

Managers have built on existing arrangements to assure the quality of teaching, therapy and support. They monitor face-to-face and online learning sessions and talk with students to check what they have learned. Staff continue to monitor students’ progress against the goals in their education, health and care plans. When students were working remotely, staff found that regular video conferencing calls helped them understand how students apply their personal skills at home, such as using the dishwasher. Interim visit: Cambian Lufton College, 8 to 9 December 2020 Teachers value the feedback from staff and families supporting students’ learning at home or in college residences. They used this to adapt their online teaching practices. Teachers now provide direct instruction online and give students homework to complete in their own time.

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the reasonable needs of learners?

Staff share their online teaching experiences through staff meetings and gain from one-to-one support from managers. They also receive training in topics, such as the Mental Capacity Act, and take part in technology webinars hosted by their membership organisation.

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the reasonable needs of learners?

Therapists support online sessions such as social communication groups, which students facilitate themselves. These help students improve their communication and digital skills.

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the reasonable needs of learners?

Leaders recognise they have yet to ensure curriculum planning includes frequent reinforcing of key topics, such as online safety.

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potential risks, including from online sources?

Senior leaders provided staff with weekly updates on changes to government guidance and how to apply these changes when students returned to college.

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potential risks, including from online sources?

Staff have received training on the risks for learners that have arisen during the pandemic. Staff told us that they feel well prepared to deal with the changes as a result of COVID-19 and that the college has adapted well to the needs of students.

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potential risks, including from online sources?

Leaders worked closely with external organisations and families to prepare for students’ return to college. The therapy team worked with students to identify what they understood about the pandemic and how to best support them. Staff used clay models and videos to help explain changes to safety processes, such as hand washing arrangements.

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potential risks, including from online sources?

All the students we spoke to understood who to go to if they had any concerns and could explain the new on-site safety arrangements. Interim visit: Cambian Lufton College, 8 to 9 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?

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

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