White Rocks Farm College At Rooks Hill Farm

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

White Rocks Farm is an independent specialist college based on a farm with two closely located sites. White Rocks Farm offers a range of land-based education programmes for young people aged between 16 and 24 years who have a range of special educational needs and/or disabilities (SEND) and an education and health care (EHC) plan.

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Information about this provider

Learners choose to study a specific pathway that is tailored to their individual needs and interests. They can select from animal care, horse care, land management, woodwork, metalwork, vehicle maintenance or horticulture. As part of the curriculum, learners study English, mathematics, art and cookery. At the time of the inspection, there were 53 learners at the college. 14 to 16 May 2024

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

Learners learn in calm and idyllic farm environments. Learners' behaviour and their attitudes are exemplary. They have very positive attitudes to their studies because of the high expectations set by staff. Leaders focus closely on helping learners to improve their attendance. Consequently, most learners significantly improve their attendance based on how they attended at their previous setting.

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

During their time at college, learners gradually build self-confidence and the skills to express their views and wishes in a working farm environment. This is because staff get to know learners and their individual needs well. They give them suitable support. Learners learn how to take responsibility for themselves and others. For example, tutors give learners daily and weekly tasks to care for the ducks and chickens. Learners take responsibility for maintaining the welfare of these animals.

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

Many learners take great pleasure in completing practical tasks in well-equipped outdoor or workshop settings that help them increase in self-confidence. They work with a wide range of animals such as horses, cows, pigs, goats, sheep, chickens, rodents, dogs and cats. For example, in horse care, tutors teach learners the skills to use specific training methods such as lunging so they can independently exercise a horse through the use of a long lead rein.

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

Learners flourish at the college. For many, this is life life-changing opportunity for them as they have previously struggled to engage with their statutory education. Learners appreciate the kind and nurturing support staff give to them. Learners receive effective careers advice and guidance from staff. This helps them to make effective choices about what they want to do next. The majority of learners move on to further study at a higher level or employment.

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

Learners feel safe and know who to talk to if they have any worries or concerns. Learners know the health and safety rules of the farm and follow them well.

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better?

Governors, leaders and staff understand the needs of learners well. They work well with local authorities to plan the provision. Leaders assess what learners know and can do at the start of courses to provide learners with the opportunity to study a curriculum that is personalised to their needs and vocational interests. Tutors use learners EHC plan outcomes effectively to plan a good variety of opportunities within the vocational curriculum

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better?

Most tutors identify effectively what learners know and can do at the start of programmes. Tutors use information from learners' EHC plans and results of vocational assessments well to plan a personalised curriculum for learners. As a result, learners receive a well-planned vocational curriculum that is personalised to 14 to 16 May 2024

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their individual needs. This means learners develop new knowledge, skills and behaviours and achieve their planned learning goals and qualifications.

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Tutors in English and mathematics do not identify well enough the specific mathematics and English knowledge and skills that learners need to develop. In addition, vocational tutors are unable to plan activities that provide learners with further opportunities to develop their English and mathematics knowledge based on gaps in their understanding.

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Vocational tutors are well qualified and have a good range expertise within the land- based sector. They also have experience of working with young people with disabilities. They use their skills and expertise well to teach learners new content. As a result, learners develop in-depth working knowledge of the individual land-based specialisms. For example, they clearly explain their expert knowledge and experience about the different breeds of sheep and how they reproduce.

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Most tutors use range of effective teaching strategies to teach the curriculum and check learners understand what they are taught. Tutors frequently use group discussions and demonstrations to teach new content. They check learners’ understanding by observing them in practical sessions as well as asking useful questions to check their understanding.

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Most tutors provide learners with helpful feedback in lessons to improve their skills. For example, tutors provide clear verbal instructions and feedback to make sure learners develop the skills to correctly handle cockerels and learn the importance of not handling them by their tail feathers. However, in a few instances, tutors do not check learners understanding well enough. A few tutors do not adapt their language sufficiently to allow learners to fully understand the curriculum content.

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Leaders provide learners with a variety of opportunities to undertake work-related learning activities at the college. These include, the deep cleaning of chicken, rabbit and guinea pig enclosures, and horse grooming where tutors assign learners a specific role. This means they get to work with different animals each week. However, only a few learners complete external work placements in places such as farms, charity shops and cafés. This limits their opportunities to experience what it is like to work for an employer.

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Leaders offer learners a good range of opportunities to explore their talents and interests. These include welding, sport, personal training sessions, board games, clay modelling, arts, darts and geocaching. Staff also provide learners with the opportunity to take extra qualifications, such as in first aid for humans and dogs. The activities help to develop learners social skills and increase their confidence.

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Leaders make sure that learners access effective specialist therapy, including art therapy and mental health support through counselling sessions. During the weekly art therapy sessions, therapists focus on activities that help learners manage their anxieties. Learners develop strategies that help them engage well with their 14 to 16 May 2024

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learning. Leaders refer learners to appropriate external services when they require specialist support.

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Tutors teach a well-planned personal and social development curriculum. Topics include personal safety, consent, radicalisation and extremism. Learners participate in sessions with guests speakers such as the police to learn about knife crime and substance abuse. As a result, learners develop the knowledge they need so they can make informed decisions for themselves.

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Leaders provide a range of development opportunities for staff to enhance their knowledge and expertise. These include training on topics such as mental health, autism spectrum disorder, foetal alcohol syndrome and assessment. However, leaders provide limited opportunities for tutors to enhance their teaching skills and expertise which impacts on the quality of teaching and assessment learners receive.

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Governors have good oversight of the provision. They receive frequent reports from leaders to inform them about the quality of education and safeguarding. Through their frequent visits to the college, governors have opportunities to meet with learners and staff to obtain their feedback. Governors help leaders to continuously make improvements. For example, they supported leaders to invest in high-quality resources for learners, such as the new equine centre.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Provide training and development opportunities for staff to further enhance their teaching and assessment skills.  Provide more external work experience opportunities for learners so they can experience work beyond the farm.  Improve the use of assessment in English and mathematics and use the outcomes of this to adapt the teaching of the English and mathematics curriculum. 14 to 16 May 2024

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Provider details

Address Underriver Sevenoaks Kent TN15 0SL

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 14 to 16 May 2024

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Information about this inspection

The inspection team was assisted by the head of college, 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

Joanna Walters, lead inspector His Majesty's Inspector Josie Grainger Ofsted Inspector Joyce Deere Ofsted Inspector 14 to 16 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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