Willow Green CIO

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 Good 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

Willow Green CIO is an independent specialist college that was established in September 2021. Originally based at Green Lane Community Special School in Warrington, the college moved to separate premises in Warrington in September 2022. At the time of the inspection, 13 learners were enrolled on two pathways: supported internships and work skills. Learners study on programmes from entry level 1 to level 1. Learners with a range of special educational needs and/or disabilities (SEND), including autism, severe learning difficulties and Jacobsen Syndrome, attend the college. Learners study at Willow Green CIO for up to five days per week. 24 to 26 April 2024

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

Learners value the education they receive in the supportive and welcoming college environment. Learners’ rate of attendance at classes is high. They enjoy coming to college, where they develop new friendships with their peers. They learn to build professional relationships with staff and employers who, in turn, help learners to achieve their ambitions.

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

The curriculums include a wide variety of charity work and work in the community. This helps learners to increase their independence, interact with people outside of their immediate circle of friends, develop their resilience and improve their communication skills.

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

Learners following the supported internship pathway benefit from working in employer premises. Learners on the work skills pathway are prepared well for future employment because of the knowledge and skills that they learn on work placements. However, too few of these placements are with external organisations.

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

Leaders have created a highly respectful culture in the college. Learners show high levels of respect for each other, staff and visitors. Learners’ behaviour is excellent. Staff skilfully use a range of strategies to manage the few instances of challenging behaviour. High priority is placed on learners’ well-being, care and safety. Learners feel safe at college and are supported well by staff.

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better?

Since recent changes in senior leadership, a thorough and accurate review of the quality of provision has been completed. Senior leaders have implemented a comprehensive improvement plan swiftly. Although improvement actions are beginning to have a positive effect on the quality of teaching, it is too soon to see the full impact of these on learners’ experiences at college.

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better?

The newly appointed leadership team has high ambitions for all learners to secure paid work when they leave college. They recognised that learners were not always ready for the supported internships when they start at the college. Leaders have introduced a work skills pathway so that learners can explore their interests, plan for future careers and employment and develop the skills needed for work placements.

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better?

Leaders and managers rightly recognise that the curriculum design and content require further improvement to ensure that learners receive high-quality education and training. Leaders have plans in place to introduce accredited English and mathematics qualifications and to increase the number of supported internship placements. These plans are yet to be implemented.

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better?

Many teachers and learning support assistants are new to the college. Until very recently, they received limited training on working with learners with SEND. Although leaders have now introduced a tailored staff training programme that 24 to 26 April 2024

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includes SEND-specific content, too many staff do not yet have the specialist knowledge and skills to effectively teach and support learners with SEND.

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Staff use a range of assessments to identify learners’ starting points accurately. However, they do not always make effective use of this information to plan and teach personalised learning programmes that meet learners’ diverse needs. As a result, learners do not make the progress of which they are capable.

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Staff support learners effectively to develop the knowledge, skills and behaviours needed for the workplace. Teachers link clearly what learners do at college and how this is then applied in their work placements. When working in a community café, learners demonstrate their competence when preparing and cooking food and using their customer service skills when serving customers. Job coaches incrementally reduce support so that learners develop their independence and confidence. Most learners achieve their employability qualification and move into jobs, supported internships or volunteering.

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Most teachers challenge learners to develop higher-level thinking skills. For example, when discussing culture, learners relate this to the workplace as well as to countries and beliefs. In a few instances, lessons are not age appropriate and do not help learners to develop the knowledge and skills they need for professional work environments.

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Teachers and learning support assistants set learners tasks and activities to help develop and consolidate learning. In a few instances, they intervene too quickly and do not allow learners time to process information and instructions. As a result, learners cannot always recall what they have learned or how they can apply this learning in practice.

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Staff pay high priority to learners’ well-being and to how they can keep themselves safe and healthy. Learners complete ‘Prevent’ duty training to help them understand the threats posed by those with radical or extremist views. Learners keep physically healthy through weekly sports activities.

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Learners benefit from impartial careers interviews with specialist careers advisers that result in high-quality individualised careers plans for learners. The interviews and careers plans help learners to make informed decisions about their next steps.

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Trustees have a strong presence in the college. They are highly committed to supporting leaders and managers to improve the quality of the provision. Trustees work closely with the leadership team to identify weaknesses and implement improvement strategies.

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Safeguarding

The arrangements for safeguarding are effective. 24 to 26 April 2024

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What does the provider need to do to improve?

 Improve the content of curriculums, particularly for learners on the work skills pathway, so that they are ambitious for all learners.  Improve the quality of education so that it is of a consistently high quality.  Ensure that staff benefit from continuing SEND-specific training activities to help teachers plan and teach personalised learning programmes. 24 to 26 April 2024

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Provider details

Address Irwell Road St Werburghs Development Centre Warrington Cheshire WA4 6DQ

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 24 to 26 April 2024

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Information about this inspection

The inspection team was assisted by the business manager, 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

Tracy Gillett, lead inspector Ofsted Inspector Suzanne Wainwright His Majesty’s Inspector 24 to 26 April 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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