Phoenix Autism Trust

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding 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

Phoenix Autism Trust is an independent specialist college based in east London. It provides education and training for learners aged 19 to 25 who have autism and associated special educational needs and disabilities (SEND). All learners have an education, health and care (EHC) plan.

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Information about this provider

At the time of the inspection, there were 39 learners studying the preparation for adulthood programme. The curriculum is personalised for each learner and aims to develop their knowledge, skills and behaviours in preparation for supported employment once they leave college. Most learners study at the college for three years.

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Information about this provider

Speech and language, and art therapy are available for learners based on their individual needs. 5 to 7 June 2024

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

Learners learn in very calm and inclusive environments at college and at their work placements. Staff get to know learners and their needs fully. Subsequently, staff put appropriate support in place and teach a curriculum the meets learners’ needs effectively. Learner behaviour is exceptional. Staff and leaders create an environment that values and celebrates difference.

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

Learners take great pride in their work. They study a personalised curriculum that prepares them well for the world of work. The curriculum includes subjects such as independence skills, health, work experience, relationships, English and mathematics.

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

Learners’ individual and group work placements are of good quality. Learners have placements in a variety of settings which include hospitality and catering, food banks, libraries and digital platform providers. During these placements, learners develop a good range of new knowledge, skills and behaviours that prepare them fully for their next stage after college. For example, learners develop the skills to work in different environments, follow instructions and work as a team.

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

Learners have high attendance at college and at their work placements. They very much enjoy the opportunities that staff provide to explore their talents and interests. These include activities such as swimming, yoga, expressive art, gym and martial arts.

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

Learners feel safe at college and when on work experience. They have a solid understanding of how to keep themselves and others safe. This is because tutors teach learners an excellent personal development curriculum that includes healthy relationships, staying safe online and in the community, and the risks associated with radicalisation and extremism.

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better?

Leaders have responded effectively to the areas for improvement that were identified at the monitoring visit. For example, leaders have considerably improved how they identify what learners know and can do at the start and during their programmes.

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better?

Since September 2023, tutors carry out thorough assessments and observations in each curriculum subject of the progress that learners make towards their individual EHC plan outcomes throughout. They use the results of these assessments accurately to develop a personalised curriculum and set learners challenging individual targets that they review frequently with learners. As a result, most learners make good progress across the curriculum and towards achieving their EHC plan outcomes. 5 to 7 June 2024

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Most tutors and instructors make good use of modelling and demonstration techniques. These techniques provide clarity for learners so they can learn how to carry out tasks correctly as independently as possible. For example, in horticulture, tutors provide clear demonstrations of how to use trowels when weeding raised flowerbeds safely and correctly. During demonstrations, tutors use clear verbal instructions to support learning. However, in a few instances, staff give verbal instructions that are ambiguous and lack clarity. This confuses learners.

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Most tutors and instructors provide helpful and developmental verbal and written feedback to learners that identifies what they do well and what they need to improve. This includes frequent feedback on individual targets. However, in a few instances, staff do not identify specifically what learners need to do to improve their knowledge and skills.

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Most tutors use a variety of good assessment methods to check learners’ learning and understanding. They skilfully use questions that elicit information from learners so they can establish learners’ understanding of the new content they learn and the tasks they have to complete. Tutors' questioning techniques encourage learners to reflect and consider their choices. However, in a few instances, tutors do not use questioning techniques effectively enough to assess learners' knowledge or their understanding of new content.

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Leaders coordinate their therapy offer very effectively to make sure learners receive high-quality therapeutic support. Specialist speech and language therapy staff work very efficiently with curriculum staff to plan strategies and resources that help learners develop independence and communication skills. For example, tutors and support staff use a good range of pictorial symbols to support learners’ verbal language. Staff encourage learners to use their communication symbol boards to share their answers, thoughts and feelings. Art therapists provide excellent opportunities for learners to develop self-advocacy, problem-solving and independence skills.

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Experienced careers advisors provide high-quality advice and guidance to learners and their families about their futures. They work well with learners, their families, local authorities and community services, such as learning disability services, to explore options and plan learners’ next steps. As a result, the vast majority of learners have a successful and fully supported transition from college to their next destinations, such as paid employment or adult social care services.

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Leaders provide a good range of opportunities for staff to develop their SEND and pedagogical skills and expertise. This includes training in sign language, sensory strategies and communication techniques. Leaders use the outcomes of lesson visits to identify specific development opportunities for staff. Leaders hold frequent training and sharing good practice sessions. As a result, most teachers develop good skills in teaching, learning and assessment. However, in a few instances, leaders’ actions to improve the quality of teaching and learning have not had a positive impact on how effectively teachers check learning, give clear instructions and high- quality feedback. 5 to 7 June 2024

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Members of the board of trustees have suitable experience and expertise to carry out their roles effectively. They receive sufficient information from leaders to help them understand the quality of the training and the improvements that leaders make. Trustees use their expertise and the information they receive well to challenge and support the leadership team. Trustees triangulate what leaders tell them effectively through frequent visits to the college and conversations with parents and learners.

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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 the clarity of instructions staff give to learners so that learners know what is expected of them.  Give feedback to learners that identifies what they need to do to improve their knowledge, skills and behaviours.  Improve how tutors use assessment to check learners’ understanding and knowledge when they introduce new content. 5 to 7 June 2024

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Provider details

Principal, CEO or equivalent Renato Marques Teixeira

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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 5 to 7 June 2024

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Information about this inspection

The inspection team was assisted by the principal, 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 Kay Hedges Ofsted Inspector Emma Woods His Majesty's Inspector 5 to 7 June 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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