Works 4 U Support Services (Norman Mackie & Associates Ltd)

Norman Mackie & Associates Limited Monitoring visit report

p.1

Name of lead inspector: Suzanne Wainwright, Her Majesty’s Inspector

p.1

Type of provider: Independent specialist college

p.1

Address: Ambleside Stalybridge SK15 1EB Monitoring visit: Norman Mackie & Associates Limited, 30 and 31 March 2022

p.1

Context and focus of visit

Norman Mackie & Associates Limited, known locally as Works4U, is a small independent specialist college based in Stalybridge, Greater Manchester. It offers programmes for young people who have significant barriers to learning. These barriers relate to social, emotional, mental health and behavioural difficulties. The majority of learners also have a learning disability such as autism spectrum disorder. Each learner has an education, health and care plan. As a result, the Education and Skills Funding Agency recently changed the provider’s status from an independent learning provider to an independent specialist college.

p.2

Context and focus of visit

At the time of the monitoring visit, there were 52 learners enrolled at the provider, mostly from the areas of Tameside, Manchester, Salford and Stockport. These learners were on programmes from entry level to level 1. Most learners study qualifications in personal and social skills and vocational skills in construction (carpentry), catering, art and animal care. For most of their education and training, learners attend the main centre, the farm, and industry-standard facilities at a local football club. Around a fifth of learners undertake relevant work experience linked to their learning. At the time of the visit, nine learners were involved in an enrichment project where they were making a documentary about themselves in collaboration with Media City in Salford.

p.2

Context and focus of visit

The focus of this visit was on the effectiveness of safeguarding arrangements following the insufficient progress judgement from the previous monitoring visit in October 2021.

p.2

Reasonable progress

Since the previous safeguarding monitoring visit, leaders have revised and improved their safeguarding processes. They have taken appropriate action to ensure that their vulnerable learners are not at risk of harm from poor safeguarding practices. For example, leaders have introduced improved safer recruitment processes to ensure that they appoint suitable staff to work with their learners. The recruitment of new staff is well planned and carefully documented. Leaders seek the views of their learners on potential new members of staff by involving them in the recruitment process. Learners’ views help to assess whether candidates have the appropriate values and attributes needed for working with learners who have significant barriers to learning. However, since the previous monitoring visit, there have been very few Monitoring visit: Norman Mackie & Associates Limited, 30 and 31 March 2022 new staff appointments and these have been very recent. Consequently, leaders

p.2

Reasonable progress

have had limited opportunity to test the impact of the new approach fully.

p.3

Reasonable progress

In January 2022, the advisory board appointed new board members who have a wealth of experience in safeguarding and protecting vulnerable children. These members are from early years and primary school backgrounds. They have provided leaders with suitable advice and guidance on improving their safeguarding policies and procedures. Leaders have rewritten college documents in line with these recommendations. Inspectors had no concerns about the relevance of the new policies and procedures to the provider’s current post-16 context. However, board members and leaders recognise that they would benefit from additional support and guidance from post-16 organisations to ensure that their safeguarding procedures continue to meet the needs, ages and vulnerabilities of their learners.

p.3

Reasonable progress

Leaders and managers continue to provide staff with appropriate mandatory training for safeguarding and the ‘Prevent’ duty. They have created an internal ‘staff hub’ that contains all safeguarding documentation and updates. Staff find this centralised repository invaluable and refer to it regularly. Managers monitor staff access of the hub to ensure that it is fully utilised. They check staff’s understanding of safeguarding issues in weekly staff meetings. Staff can now recall the content of their training. They are confident to ask advice from the safeguarding team to ensure that they keep their learners safe. Staff know how to keep young people safe from the risks of radicalisation and extremism. They understand how to recognise the signs of radicalisation in young people and others.

p.3

Reasonable progress

Learners feel safe and, consequently, enjoy their learning. They know who to go to if they need to report any concerns or are simply having a ‘bad day’. They feel comfortable to do this and know that they will be listened to. Learners can explain accurately the meaning and implications of radicalisation and extremism. They know how to keep themselves safe such as when travelling to and from the college and what to do if they feel in danger. For example, if they feel unsafe in public, they would go into a shop to ask for help.

p.3

Reasonable progress

Learners know how to keep safe when using social media. They know not to answer messages from anyone they do not know. Most learners understand what inappropriate pictures and videos are and that they must not send these to anyone. Staff work with appropriate professional services to support those few learners who need further help in understanding the dangers of ‘sexting’ and other online safeguarding concerns.

p.3

Reasonable progress

Safeguarding records are detailed and up to date. The designated safeguarding lead and leaders deal effectively with safeguarding concerns, often going above and beyond their duty to keep young people safe from harm. Incidents that affect young people often occur outside college hours. Staff support learners to manage these situations successfully. They deal effectively with incidents relating to the mental health of their learners. Leaders work tirelessly with external agencies to help learners and their families to receive the help and support that they need to Monitoring visit: Norman Mackie & Associates Limited, 30 and 31 March 2022 overcome their barriers. For example, leaders ensure that the living accommodation meets the needs and vulnerabilities of their young people. Monitoring visit: Norman Mackie & Associates Limited, 30 and 31 March 2022 regulates and inspects to achieve excellence in the care of children and young

p.3

Reasonable progress

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.

p.5

Reasonable progress

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

Reasonable progress

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

Reasonable progress

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

p.5

Reasonable progress

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

p.5