Buzz Learning Limited

Further education and skills inspection report

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Short inspection of Buzz Learning Limited

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Outcome

 Buzz Learning Limited continues to be a good provider.

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Information about this provider

Buzz Learning Limited is an independent learning provider based in Ashington, Northumberland. Leaders provide education and training specifically for learners with special educational needs and/or disabilities (SEND). All learners were aged between 16 and 24 and all had an education and health care plan (EHCP). At the time of this inspection, there were 27 learners studying courses to develop their readiness for employment, further education, training and independent living.

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

Learners enjoy taking part in a range of well-considered visits and enrichment activities. They often go on outings to local supermarkets and tea rooms to volunteer in the community, visit historical sites and museums such as Beamish, and go on teambuilding activities through, for example, trips to Whickham Thorns. Through these experiences, learners successfully develop their confidence and resilience.

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

Learners discuss a range of relevant, interesting and contemporary topics with their teachers that helps to develop and broaden their understanding of the world around them. These include discussions about well-being and news events such as the tree felling at Sycamore Gap. Learners also develop their cultural understanding through discussions about, for example, the Jewish faith and Rastafarian culture. These discussions help learners to be prepared for life when they leave education.

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

Learners benefit from participating in well-planned work placements. Staff work very closely with employers and parents to ensure that learners receive the specialist support that they need to access their placement, including travelling to and from the placement on public transport. Learners with more complex learning needs are supported well by learning mentors and workplace ‘buddies’ who work alongside them to develop their skills in areas such as administration and catering. Learners understand the realistic opportunities open to them, including volunteering, paid employment and further training. 1 and 2 May 2024

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Learners feel safe at Buzz Learning. They talk confidently about the potential dangers of accessing the internet as well as other risks in the region such as knife crime. Learners know that if they report concerns, leaders will take these seriously and respond appropriately.

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better?

Leaders provide a range of programmes to meet the varied needs of their learners. They have in place a number of learning pathways, including a transition programme, a vocational programme and a supported internship, and ensure that learners follow a pathway that meets their specific needs. Learners also work towards achieving qualifications in English, mathematics, independent living skills and employability skills. As a result of their learning, a high proportion of learners progress to a positive destination.

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better?

Leaders have very productive working relationships with the local authority. They liaise with special education needs advisers who support them in reviewing learners’ EHCPs.

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better?

Staff are highly qualified specialists in working with learners with SEND. They hold degrees and teaching qualifications in subjects such as English, mathematics and history. Leaders provide ongoing training and development opportunities for staff on topics such as understanding anaphylaxis, administration of medication and SEND code of practice updates. All staff complete mandatory training, including in safeguarding and the ‘Prevent’ duty.

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better?

Staff provide learners with a good standard of teaching. Teachers plan, amend and sequence the curriculum well to match individual learners’ needs. They break down learning into chunks that are linked clearly to EHCP targets relating to communication, qualification aims, attendance and self-improvement. Teachers use effective questioning techniques to check learners’ understanding and encourage them to take an active part in discussion and group learning activities. As a result, most learners are progressing and achieving well, and attendance is now very high. However, achievement in functional skills mathematics dropped slightly last year.

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better?

Learners receive a consistently good quality of careers education. Staff responsible for delivering careers advice and guidance provide learners with relevant, personalised careers information that is tailored to their individual aspirations. When learners have career aspirations that are either over-ambitious or not ambitious enough, they are guided appropriately towards what is realistic and achievable for them. Leaders have significantly enhanced the interactions that learners have with employers and have improved links with further education and training providers.

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better?

Most parents are very positive about the support that their child receives. They value the way that staff are preparing their child for future life and education. This includes the introduction of a new reading strategy to widen learners’ experience 1 and 2 May 2024

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beyond simply reading for pleasure. Staff use colour-coded books to enable learners to access literature that improves their reading skills and develops their understanding. However, a few parents are less well informed about their child’s next steps and are unsure about what is planned for them in the next academic year.

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Leaders undertake useful quality assurance activities. They conduct learning walks and engage in peer review of their provision with the wider leadership team and with staff from other similar providers, who assist in evaluating the quality of education. Leaders also employ consultants to provide an external and objective evaluation on the quality of education. These activities contribute to ensuring that leaders have a thorough oversight of the provision.

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The Outcomes First Group recently acquired Buzz Learning Limited and is investing to improve information technology infrastructure and assistive technologies to support learning and leadership effectiveness. The group has successfully implemented a new governance model and has a good understanding of the challenges that leaders have, such as the drop in achievement in functional skills mathematics. Leaders from the group visit the provider frequently to share best practice and provide coaching for staff. However, the resources to support learners with their independent living skills are still somewhat limited. Items such as plumbed washing machines are not yet fully in place.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff respond effectively to safeguarding concerns and risks. They know how to raise any concerns and report precisely what those concerns are. However, in a few instances, staff do not record why safeguarding cases have been closed. They continue to keep very detailed notes about learners in their safeguarding records, including the ongoing interventions for learners, after the case has been closed.

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What does the provider need to do to improve?

 Ensure that a higher proportion of learners achieve functional skills mathematics qualifications.  Ensure that parents are regularly updated on the next steps and opportunities for their children.  Ensure that there are sufficient high-quality resources to support learners with the development of their independent living skills.  Ensure that leaders record clearly when and why a safeguarding case is closed. 1 and 2 May 2024

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Provider details

Address 8 Esther Court Ashington Northumberland NE63 8AP

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Website

Principal, CEO or equivalent David Leatherbarrow

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Website

Provider type Independent learning provider

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Website

Date of previous inspection 5 and 6 July 2017

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Website

Main subcontractors None 1 and 2 May 2024

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Information about this inspection

The inspection was the second short inspection carried out since Buzz Learning Limited was judged to be good in June 2014.

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Information about this inspection

The inspection team was assisted by the head of college and school, 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

Ian Frear, lead inspector His Majesty's Inspector Glenise Burrell His Majesty's Inspector 1 and 2 May 2024

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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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