Woodbridge College

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Provision for learners with high needs Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Woodbridge College is a partner of Woodbridge Trust. The Trust provides education and support for children and students with special educational needs and/or disabilities (SEND) who are aged from four to 25. Students at Woodbridge College are aged between 19 and 25 and present with severe learning difficulties. At the time of the inspection, 24 students were enrolled on pre-entry to entry level programmes. Students study across three pathways: independence, employability and futures framework. Students study a personalised programme of study focused on preparation for adulthood. The 13 students on the independence pathway study communication, community, enterprise, health and cultural activities. The seven students on the employability pathway and the four students on the future framework pathway undertake work placements. 4 to 6 October 2022

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What is it like to be a learner with this provider?

Most students on the pathway to independence programme do not benefit from high-quality teaching that enables them to gain the skills and knowledge that they need to prepare for life after college. Conversely, most students on the employability and future framework pathway benefit from well-planned and well-sequenced sessions that build on the knowledge and skills that they need for their work placements.

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What is it like to be a learner with this provider?

Students do not always work in a calm and orderly environment, particularly at the Kearsley site, because classrooms are too small and become overcrowded. Other areas of the site are very noisy, particularly when students share communal spaces with community groups. Students struggle to focus and concentrate in sessions, which leads to heightened anxiety for a few students.

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What is it like to be a learner with this provider?

The student governor is elected as part of a democratic process. Prospective candidates produce their own manifestos and are voted for by other students. The successful candidate ensures that students’ ‘voices’ are heard by leaders and managers. The student governor reports on day-to-day activities to senior leaders, who listen and act on students’ recommendations. As a result, students have first- hand experience of democracy, tolerance and respect.

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What is it like to be a learner with this provider?

Students benefit from a wide range of enrichment activities that support them to further develop the skills and knowledge they have learned in their sessions. For example, when students work in the Pit Stop Café, the Brunch Bar, and at the tuck shop they develop their communication skills with customers and staff and use their mathematical skills to work out customers’ change.

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What is it like to be a learner with this provider?

Students feel safe. Staff use individual risk assessments to accurately identify risks to students. As a result, staff know how to keep students safe. The college site is fully secure, and the buildings and resources are well-maintained.

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better?

Leaders and managers have not yet fully developed an ambitious curriculum for students across all pathways. They place too much emphasis on social activities and accreditation of qualifications rather than progress from students’ starting points against their education, health and care plans (EHCP). Leaders and managers are passionate about, and committed to, improving students’ independence and community visibility. They have a clear vision and plans in place for what they want students to achieve. However, these plans are yet to be implemented.

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better?

All staff model the clear expectations for students’ behaviours in the classroom, in work placement and in the wider community. As a result, student behaviour is good. Students are respectful and kind to staff and each other. They enjoy developing and maintaining important friendships and relationships at college. 4 to 6 October 2022

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Managers do not effectively identify or monitor students’ starting points for students returning for their second or third years at college. This means that staff do not capture accurately the incremental progress that students make towards their long- term goals. Consequently, students do not know the progress they are making or what they have done well or need to improve further.

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Leaders and managers do not use information about students’ starting points well enough when they allocate students to learning groups. As a result, learning activities are not suitable or accessible to the whole group, for example verbal communication activities with students who are non-verbal. This means that students who are non-verbal do not participate in the activity, and they lose interest and become distracted.

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The quality of impartial careers advice and guidance varies significantly. Students on the employability and future framework pathway receive effective support that helps them to make informed decisions about their next steps after college. Conversely, students on the independence pathway do not benefit from careers advice and guidance. Leaders and managers have plans to extend careers advice and guidance to all students. However, these are yet to be implemented.

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Students attend their sessions regularly. Staff ensure that any barriers to students’ learning, such as transport to college or family issues, are dealt with safely and sensitively. Staff build strong relationships and work closely in partnership with parents. This has a positive effect on students’ behaviour and their attitudes towards their learning.

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Most tutors work hard to develop and promote students’ independence and to build their confidence. Tutors know the students well and anticipate skilfully when students are struggling with their work or need extra time to build confidence or process information. For example, when students put their hands over their ears due to the increased amount of noise in the room, tutors remind them where their ear defenders are kept, but allow students to make their own decision to wear them. As a result, students become more independent and take more responsibility for their own actions.

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Leaders and managers do not routinely provide all therapies or support identified in students’ EHCPs, such as speech and language therapy, physiotherapy or assistive technologies. For example, assistive technologies used in previous educational settings to help students to make choices and express preferences are not used consistently. As a result, students do not benefit from a fully inclusive learning environment and do not have access to the range of therapies identified on their EHCPs to support health and well-being and to help remove students’ barriers to learning.

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Learning support staff do not provide consistent and effective support in all lessons and learning activities because they are not proactive in supporting and facilitating learning. Most learning support staff rely heavily on detailed direction and instruction 4 to 6 October 2022

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from tutors. As a result, students do not benefit from high-quality, individualised support which enables them to make the progress of which they are capable.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers utilise their strong links with external partners to safeguard students effectively. They have a rigorous system for referral and are vigilant in keeping vulnerable students safe. For example, they actively pursue referrals and work closely with the adult safeguarding board, the learning disability community nurse and the police.

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Safeguarding

Safe recruitment processes are followed. In a very small minority of cases, the procedure is not followed diligently enough. However, this does not compromise the safety of students.

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Safeguarding

Administration protocols are applied appropriately, and medicines are administered by specially trained staff.

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What does the provider need to do to improve?

 Senior leaders must review the curriculum to ensure that it is aspirational for students on all pathways so that students achieve their goals and outcomes and gain the skills they need for life after college.  Senior leaders and managers should ensure that students across all pathways benefit from high-quality, impartial careers advice and guidance.  Senior leaders must make sure that they quickly improve the quality of education by ensuring that tutors plan learning to reflect the starting points and the long- term goals outlined in students’ EHCPs and capture accurately the progress that students make.  Senior leaders must ensure that therapies such as assistive technologies and speech and language therapy are offered alongside education so that students can make the progress of which they are capable and reach their full potential. 4 to 6 October 2022

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Provider details

Address Springfield Road Kearsley Bolton Greater Manchester BL4 8LB

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Provider details

Website www.woodbridgecollege.bolton.sch.uk

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection Not previously inspected 4 to 6 October 2022

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Information about this inspection

The inspection team was assisted by the principal, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Jane Young, lead inspector Ofsted Inspector Tracy Gillett Ofsted Inspector 4 to 6 October 2022

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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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