Craftworks

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Provision for students with high needs Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Brogdale CIC is a charity based in Kent which provides education and training to young people aged 16 to 25 years old with special educational needs and/or disabilities (SEND) at Craftworks College. Students have a wide range of needs including social, emotional and mental health, autism and learning difficulties. Many students have previously spent long periods of time out of education. At the time of the inspection, there were 91 students studying qualifications at entry level to level 2 in creative crafts, animal care skills, horticulture skills, and practical food and cookery. All students study functional skills qualifications in English and mathematics up to level 2.

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Information about this provider

The college has five farm sites and a community café based in rural areas where most students live. The college provides a ‘re-engagement programme’ to support students to restart their education in a phased approach appropriate to their needs.

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Information about this provider

The college does not work with sub-contractors. 1 to 3 May 2024

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

Students value the calm and well-regulated learning environments at the college, which help them to learn. Students work collaboratively with staff to identify and use strategies that help them manage their behaviours and emotions so that they can enjoy and benefit from their education. They develop the knowledge and skills to support their positive behaviours and attitudes.

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

Students develop a clear understanding of the importance of well-being. They develop their skills to tackle challenging situations. They value the support staff provide to understand their emotions and individual needs. They become highly confident, improve their self-esteem and become more resilient. Students are inspired by the care and support staff provide, and display this to their fellow students. For example, students in practical horticulture are currently working on a wellness garden space that will be used for students to self-regulate.

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

Students benefit from a range of opportunities to extend their skills, develop their interests and talents and flourish in adulthood. For example, food and cookery students learn about the range of different catering businesses they could work in and explore foods from around the world.

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

Students are motivated by passionate staff to discover and understand topics that are important to their positive development as young adults under three distinct categories: myself, community and independence. They develop a broad knowledge of their needs and how to access services to support their futures. As a result, they learn how to live safe, independent and healthy lives.

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

Students receive useful, regular and individualised careers education, advice and guidance. Throughout their time at the college, they value the support to help them explore their opportunities and think about their next steps. Students gain valuable employability skills through internal work experiences such as the ‘Branching out Market’, a simulated work environment. Students sign a contract to agree to their responsibilities and put into practice their vocational, communication and work readiness skills. As a result, almost all students understand their options and move to their next steps successfully.

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

Students feel safe at the college and know how to keep themselves safe. Students know that they can speak to staff about any concerns they have, and that they will be taken seriously.

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better?

Leaders have carefully selected a curriculum to prepare students for opportunities in sectors with skills shortages and a wide variety of roles, many at entry level. As a result, students who have been out of education and work and those with SEND are provided with opportunities to move closer to employment. For example, in practical horticulture, leaders have identified local and regional skills gaps in the horticulture 1 to 3 May 2024

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industry. Students successfully find work or move on to further education in these industries.

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Leaders and staff use assessment effectively to check what students already know and can do at the start of their courses. They use this information, along with students’ education, health and care plan outcomes, to put in place individualised programmes for students to meet their needs. Leaders make effective use of the student voice in the initial assessment process so that students are empowered to make choices about their education and futures. However, a few tutors do not consistently use questioning effectively. They do not make sure that they check students’ understanding of instructions for a task. As a result, students do not focus quickly on the activities, and lose attention.

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Staff set useful and specific targets for students across their programme, including for their personal development, which they break down into sensible, manageable steps. Staff make sure that targets are developed over time so that students make continual progress at a pace appropriate to them.

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Managers and tutors organise the content of the curriculum effectively to build students’ knowledge and skills over time. For example, students in creative crafts work on projects that become more complex over time. They start by exploring tools and experimenting with different techniques such as block, stencil or screen printing. They then produce a product to a set brief. As a result, theory lessons prepare students well for practical tasks, which become more challenging over time.

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Well-qualified and experienced tutors adapt the curriculum appropriately to meet students’ individual needs. Tutors and teaching associates work effectively together to support students’ individual needs. Almost all students are supported to stay on track and remain focused in their lessons. For example, when students plant flowers too low in beds, teaching associates ask thought-provoking questions to help students independently correct themselves and improve their problem-solving skills. Students, many of whom have had very difficult previous education experiences, are positive and confident that they will progress towards greater independence. A very high proportion of students progress to employment and further education.

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Tutors make effective use of teaching strategies that help students to make progress, including in English and mathematics. For example, they use effective recap activities to help students recall content that has been taught earlier in the programme. As a result, students develop these essential numeracy and literacy skills successfully and can apply them to their daily lives.

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Students who are on the re-engagement programme benefit from carefully tailored, incremental support to help them to return to education. Although leaders and staff take suitable actions which slowly improve students’ attendance, engagement and progress, a small minority of students continue to have very low attendance. As a result, they do not achieve their qualifications within the planned time. 1 to 3 May 2024

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Leaders provide useful training with a focus on improving staff knowledge and qualifications. They support staff to develop their pedagogical and industry skills through buddying, peer observations, targeted ‘Training Tuesdays’ and sharing of good practice. Many staff have been supported exceptionally well to complete academic qualifications to help them improve the quality of education for students.

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Expert directors and leaders quality assure the provision effectively. They plan and deliver appropriate training to improve on areas they have found to be lacking. For example, leaders have taken swift actions to improve outcomes for students in English and mathematics, which are improving.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve attendance and engagement for all students so that they achieve to the best of their ability.  Make sure that qualifications or learning goals are achievable for students attending the re-engagement programme.  Make sure all staff use effective questioning techniques so that students stay on task and improve their understanding. 1 to 3 May 2024

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Provider details

Address The Stables, Culnells Farm School Lane Iwade ME9 8QJ

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Provider details

Principal, CEO or equivalent Rebecca O’Neill

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection 24 to 26 May 2022

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Provider details

Main subcontractors Not applicable 1 to 3 May 2024

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Information about this inspection

The inspection team was assisted by the deputy head tutor, 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

Emma Leavey, lead inspector His Majesty’s Inspector Mike Finn His Majesty’s Inspector Joanne Keatley Ofsted Inspector 1 to 3 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 students 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 tutor 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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