Learning for Life

Learning for Life Monitoring visit report

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Name of lead inspector: Sarah Seaman, His Majesty’s Inspector

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Inspection dates: 28 and 29 February 2024

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Type of provider: Independent specialist college

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Address:

Herbert Street Consett County Durham DH8 6AE Monitoring visit: Learning for Life, 28 and 29 February 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to independent specialist colleges newly funded by the Education and Skills Funding Agency. 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

Learning for Life is an independent specialist college with two sites, in Consett and Newcastle upon Tyne. It provides further education and training for learners with special educational needs and/or disabilities, including autism spectrum disorder and other high needs. Learners attend lessons in a range of subjects, including English, mathematics, physical education, food preparation and information technology. Many learners at the college have complex and challenging needs and behaviours. At the time of the monitoring visit, there were 20 learners enrolled on programmes, aged between 16 and 21 years.

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Reasonable progress

Leaders have a clear intent to meet the learning needs of young people in the area, including those who have had difficult educational experiences previously. They provide a purposeful learning environment that supports and develops learners with complex needs to prepare for adulthood and independence. Leaders and staff put learners at the heart of what they do. As a result, learners with high needs gain valuable skills, such as reading and writing, which often transform their lives.

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Reasonable progress

Leaders have in place suitable human and physical resources, which benefit learners. Both sites are maintained to a very high standard. Leaders have ambitious plans to develop resources further to enhance the curriculum and provide high-quality facilities for their learners. For example, at the Newcastle upon Tyne site, they plan to expand the kitchen area to provide a larger space for learners to work in. This will help learners practise their skills and further develop their independent living capabilities.

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Reasonable progress

Leaders and staff have established positive relationships with external partners who provide external work placements for learners. Leaders rightly recognise the need to increase this further to ensure that a wider range of options are available to meet Monitoring visit: Learning for Life, 28 and 29 February 2024 the interests and talents of learners. They are currently seeking to employ a work placement coordinator who will continue to drive this forward.

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Reasonable progress

Leaders have suitable governance processes in place. They have appointed a board of trustees which bring a wealth of knowledge and expertise to support, challenge and scrutinise provision. Trustees have a sound understanding of the quality of education and have a clear view of what further actions leaders need to take. Leaders and managers value the contribution that the board of trustees brings.

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Reasonable progress

Leaders have carefully designed a curriculum that enables learners to develop the skills that they need to be successful in life. This curriculum includes core skills in English and mathematics, which learners apply in their independent living sessions. For example, as they prepare for adulthood, learners study how to bake an Easter cake. In doing so, they learn how to read and follow a recipe, measure out ingredients and understand the importance of Easter in the Christian calendar. Learners develop their sense of responsibility and independence as they complete domestic jobs such as cleaning and tidying work areas.

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Reasonable progress

Teachers and teaching assistants create a positive and inclusive culture in which the learners thrive. They plan engaging activities that learners enjoy. In physical education, learners enjoy dancing and participate in activities that develop their coordination. Most teaching assistants work effectively with learners. Where a teaching assistant regularly supports a learner, they develop good working relationships through effective communication and support.

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Reasonable progress

English and mathematics teachers assess learners’ starting points well. They use information from assessment to plan activities that fill gaps in learners’ knowledge and skills. In mathematics, learners develop a clear understanding of cardinal and ordinal numbers and use these to produce a simple budget. In English, learners improve their writing and know the differences between nouns, verbs and adjectives.

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Reasonable progress

Leaders monitor the progress that learners make against their individual targets and use information to set new goals as learners meet their existing ones. They have recently implemented a new system that captures the progress that learners make in a more meaningful way. This enables leaders to review learners’ progress more easily and take appropriate action when needed. However, it is too early to see the impact of the new system. Monitoring visit: Learning for Life, 28 and 29 February 2024 Staff have recently developed and implemented a more innovative enrichment programme. Learners benefit from activities such as visiting the Baltic Art Gallery and attending music classes at the Sage. As a result, learners experience what the local arts community offers residents and visitors.

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Reasonable progress

Leaders have created a positive culture of safeguarding. They appreciate the vulnerability of their learners and ensure that their safety and welfare are of priority. Leaders actively encourage staff to maintain professional curiosity and urge them to explore anything that they deem to be worrying or of potential concern. Staff are confident in reporting safeguarding concerns, including low-level concerns, and do so swiftly and appropriately.

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Reasonable progress

Leaders have in place appropriate policies and procedures to safeguard young people and vulnerable adults. Designated safeguarding leads manage safeguarding concerns effectively. They record concerns accurately and take appropriate, well-considered actions using their extensive links with external agencies, local authorities, and local police. Monitoring visit: Learning for Life, 28 and 29 February 2024 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

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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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