Infocus College

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

InFocus is a specialist college located in Exeter. It provides education and training to young people aged 16 to 25 years who have visual impairments and other special educational needs and/or disabilities, including complex medical, physical and health conditions.

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Information about this provider

At the time of the inspection, 35 students were studying at the college. All students have education, health and care (EHC) plans. All students study a curriculum designed to support further independence.

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Information about this provider

Students come to study at Infocus from Devon, and local authorities nationally. Students either attend as day students or live on site in residential accommodation. Most study at the college full time and a few study part time for two or three days per week. Most students were over the age of 19; five students were aged 16 to 18. 5 to 7 June 2024

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

Students enjoy their learning. Each student has a team of staff who get to know them well. This includes teachers, tutors, enablers (learning support assistants) and therapists. Together, they help students work towards achieving their individual goals. They provide rich learning experiences to help students to improve their communication and mobility. As a result, students make their own choices, make new friends, and become more independent.

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

Students have high rates of attendance. They have positive attitudes to their learning. Students enjoy the calm learning environment and feel safe at InFocus. They are proud of what they know and can do because of their learning. Staff support students well to identify what can cause challenging behaviour and develop strategies to overcome this. For example, students learn breathing techniques to support relaxation in their yoga lessons.

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

Students are challenged to take part in learning activities that build their resilience. Staff provide opportunities for students to practise and adapt their skills to new situations. For example, students take part in community activities, such as drama and music performances, volunteering and work experience. Staff teach students how to use public transport, shops and services. In this way, students learn to become active citizens and build confidence in their abilities.

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better?

Leaders have successfully developed a positive and open culture that places the students at the centre of decision-making. Teachers plan and teach an ambitious and personalised curriculum for students. They consider carefully how best to prepare each student for their next steps. These include supported living and adult social care, independent living and employment. Teachers work closely and effectively with enablers, therapists and other specialists to plan lessons and experiences that prepare students for adulthood effectively. For example, staff support students with complex needs to perform tasks, such as making sandwiches using adapted equipment. Students repeat these skills, so they need less help over time. As a result, students become more independent and are prepared well for their next steps.

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better?

Leaders ensure that staff have high expectations for students. They review the personalised targets that teachers set for students. They ensure they are ambitious, relate to their EHC plan, and prepare them well for their future. Leaders and teachers monitor the progress that students make in their learning and review targets frequently to ensure they remain relevant and challenging. Most students make the progress they are capable of and become more actively involved in their communities.

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better?

Leaders ensure that students receive the support they need through an effective multidisciplinary approach to teaching the curriculum. For example, speech and 5 to 7 June 2024

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language therapists and occupational therapists ensure that staff know how to support students to improve their communication and mobility. Staff help students to practise these skills, so they become more fluent in everyday use. However, in a small minority of cases, students are over supported and, therefore, are not encouraged to be as independent as they could be. For example, students on supported internships attending a placement with employers are very well supported by college staff, but the support does not reduce in line with the progress they make.

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Teachers teach students how to communicate in a wide variety of ways and different settings. For example, students are taught how to use a range of communication tools, including picture aids, and electronic switches and tablets, as well as developing their verbal communication. This supports students to communicate their choices and thoughts more effectively in different situations.

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Leaders and staff meet students’ medical and therapeutic needs well and try to reduce the impact on their ability to learn in lessons. However, in a small minority of lessons, the transition between the start and end of lessons is not well managed. This means, at times, students miss valuable learning time.

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Leaders ensure that students use high-quality physical resources, such as hydrotherapy pools, sensory rooms, a gymnasium and a radio studio. Leaders ask students to choose the plants for the sensory garden based on what they like to smell and touch. Leaders ensure that the wider college environment is well suited to supporting students to develop their mobility skills using mobility canes or wheelchairs, for example.

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Students have many opportunities to explore their interests and talents when studying a varied curriculum that includes social and community activities. These include yoga, football and rock climbing. Each year, leaders take a small group of students to Gran Canaria to further develop their independent living skills, often as their first experience away from home. They practise planning, preparing and making meals, shopping and cleaning and enjoy visits, such as to banana plantations.

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Leaders ensure students receive appropriate career advice and guidance, with input from external advisors. Leaders ensure students take part in work experience and set work skills targets at a suitable level. Teachers plan curriculum content to support the development of students’ work skills. They build their confidence through a step-by-step approach. For example, teachers help students to explore careers available in the community, then complete an internal placement, such as in the on-site café or working in reception, before taking part in an external placement. Leaders recognise rightly the need for more students to participate in high-quality external placements to support their future employability.

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Leaders actively monitor and sample the quality of teaching and the progress that students make in learning. Leaders recognise rightly the need to use this evidence 5 to 7 June 2024

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to evaluate critically their strengths and weaknesses to ensure continued improvements.

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Trustees are well informed through reporting from and meetings with senior leaders. They are professionally curious and make frequent visits to see first hand the impact of the actions taken by leaders to make improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that students are not over supported, so they can make the most progress in developing their independence.  Extend opportunities for students to take part in external work experience to support their future employability.  Ensure that students do not miss learning time at the start and end of timetabled lessons and activities. 5 to 7 June 2024

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Provider details

Address Topsham Road Countess Wear Exeter Devon EX2 6HA

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Provider details

Principal, CEO or equivalent Mr Jason Ryder

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Provider details

Provider type Independent Specialist College

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Provider details

Date of previous inspection 26 to 28 April 2022 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

Lowenna Bradley, lead inspector His Majesty’s Inspector Louise Rowley Ofsted Inspector Alun Maddocks Ofsted 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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