Woodbridge College

Woodbridge College Monitoring visit report

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Name of lead inspector:

Alison Cameron Brandwood, Her Majesty’s Inspector Inspection dates: 12–13 May 2021

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Name of lead inspector:

Type of provider: Independent specialist college

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Name of lead inspector:

Address: Springfield Road Kearsley Bolton Greater Manchester BL4 8LB Monitoring visit: Woodbridge College, 12–13 May 2021

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Context and focus of visit

From autumn 2019, Ofsted undertook to carry out monitoring visits to independent specialist colleges newly Education and Skills Funding Agency (ESFA) funded from August 2018 onwards. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Woodbridge College is a partner of Woodbridge Trust. It provides education and support for students who have special educational needs and disabilities. Students have severe learning difficulties and are aged between 19 and 25 years. At the time of the visit, 21 students attended the college, 10 of whom were classified as being in scope for this visit. Students study a personalised programme focused on preparation for adulthood. Five students were on the independence pathway and five on the employability pathway. Students on the independence pathway study communication, community, enterprise, health and cultural activities. Students on the employability pathway undertake work placements. Half of the students are in year 1 and half are in year 2.

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Context and focus of visit

The COVID-19 (coronavirus) pandemic has slowed the rate of progress leaders have made at the college since it opened in September 2018. Students have not been able to continue with external work experience placements and community groups have stopped coming into the college.

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Context and focus of visit

The impact of COVID-19 has been taken into account in the findings and progress judgements below.

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Reasonable progress

Leaders have a clear curriculum rationale. They provide learning for students with severe learning difficulties. Leaders embed the preparing for adulthood framework effectively across both the employability and independence learning pathways. They have yet to formalise the structure of the curriculum into steps that clearly show how students build on earlier learning.

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Reasonable progress

Governors question leaders about students’ progress. During the COVID-19 restrictions, they monitored leaders’ actions to ensure students continue to learn Monitoring visit: Woodbridge College, 12–13 May 2021 when they are not in college. Governors noted that the remote learning activities leaders introduced increased over time. They include enrichment learning opportunities such as online music lessons and The Duke of Edinburgh’s Award.

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Reasonable progress

Leaders review the curriculum frequently and make appropriate changes. Students on the employability pathway undertake work experience in college due to COVID-19 restrictions at external work placements. They manage and run ‘The Pit Stop Café’ where they learn how to work together effectively.

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Reasonable progress

Leaders provide a comprehensive training plan for staff. Staff attend development sessions such as the administration of medication and how to use the picture exchange communication system (PECS) effectively to support learning. Students use PECS books effectively throughout their learning and socially with staff and other students, such as making requests for food and drink at lunchtime.

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Reasonable progress

Leaders have put in place processes to monitor and improve the quality of education. However, they do not always record or assess the impact of the actions they take. Leaders recognise they need to evaluate which actions have the greatest impact, so improvements happen more swiftly.

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Reasonable progress

Parents and carers report how happy and safe students feel at college. Students use the skills they develop in college at home, such as cooking for their families. They take part in volunteering at local community groups and make plans to move into independent living accommodation.

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Reasonable progress

Leaders are not consistently ambitious for their students’ next steps. Currently, the sole destination for students is into the college’s ‘Futures’ provision, which supports young people to develop their skills and interests.

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Reasonable progress

Students develop their independence, resilience and confidence while at college. They learn how to make choices and express their preferences, mostly independently. Students follow instructions and respond well to questions about their learning. Their behaviour is exemplary.

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Reasonable progress

Students work successfully towards developing the skills they need at work. They learn about appropriate behaviours, understanding others, team working and health and safety. Students develop positive relationships with their peers and staff. Monitoring visit: Woodbridge College, 12–13 May 2021 Students develop effective communication skills. They are confident to use signing techniques to communicate with each other and staff.

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Reasonable progress

Teachers and college support staff meet before lessons to discuss the content of students’ future learning. Support staff know what their students need to know and complete in lessons. They prompt students rather than overly support them to develop independence in their learning.

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Reasonable progress

Teachers help students to build on earlier learning. Students learn to recognise 10 warning signs, including no entry and personal protective equipment. Next, they identify the symbols around the college and their local community.

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Reasonable progress

Students improve their writing skills over time. A few learn to formulate individual letters independently. Other students write complex sentences in a straight line.

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Reasonable progress

The activities students complete are not always age appropriate. Teachers use cartoon characters when completing a tally chart. Activities are not always challenging enough. They do not reflect what each student can achieve.

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Reasonable progress

Teachers and college support staff provide considerable support and feedback to students. Much of the feedback is overly positive. It does not help students to understand what they can do to develop their work further or improve their understanding.

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Reasonable progress

Staff understand what each student needs to study to achieve their education, health and care plan outcomes. They adapt learning activities and resources. Leaders and teachers set too many, often broad, targets for students. They record targets in different places. This makes it difficult for leaders and teachers to monitor students’ progress easily.

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Reasonable progress

Staff, including the designated safeguarding lead, undertake appropriate training to keep up to date with safeguarding and the ‘Prevent’ duty. They attend training in behaviour management, which they use when supporting students.

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Reasonable progress

Leaders have suitable arrangements for reporting and following up safeguarding concerns. They work with multi-agency teams, including social care, health and the local authority, to ensure students receive the support they need.

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Reasonable progress

During the pandemic, leaders put in place extra welfare checks for students who did not attend college. They contacted parents and students weekly. If they were unable to get in touch with them, staff visited students at their homes to check they were Monitoring visit: Woodbridge College, 12–13 May 2021 safe and well. They reported any concerns they had to the designated safeguarding lead who dealt with these accordingly.

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Reasonable progress

Students feel safe and know who to tell if they have any concerns. They understand how to keep themselves safe in college and when taking part in community activities, such as going for a walk. Monitoring visit: Woodbridge College, 12–13 May 2021 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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