Activate Community and Education Services

Further education and skills inspection report

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Inspection of Activate Community and Education Services

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Overall effectiveness Outstanding

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

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Information about this provider

Activate Community and Education Services (Activate CES) is an independent specialist college based in Kirkby, Merseyside, which provides specialist education services for young people who have a range of learning difficulties and/or disabilities.

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Information about this provider

At the time of inspection, there were 62 learners studying at the centre. All learners are aged 19 and over, have education, health and care (EHC) plans and are in receipt of high needs funding. Activate CES offers day provision for learners three days a week, 37 weeks a year. It specialises in developing an individualised programme of study for learners, with a particular focus on communication, increased independence, and skills building for life beyond education. Most learners follow a work skills pathway or a communications pathway, a few learners access the most relevant parts of both pathways, to meet their needs. All learners have a bespoke timetable which combines vocational learning in areas such as horticulture, animal care, dance, drama and music, and support such as personal development, therapy and work-related sessions. Where appropriate, learners study for pre-entry to level 1 life and living skills accredited qualifications.

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Information about this provider

The provider does not work with any subcontractors. 5 to 7 June 2024

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

Learners enjoy their time at Activate CES greatly, because leaders have prioritised creating an environment where learners feel safe, can be themselves and can flourish. Learners make excellent progress in their education and personal development, enabling them to successfully move on to their next steps.

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

Learners thrive in a college environment which is inclusive and well-designed. Learners access highly organised and tidy low arousal learning spaces; resources are clearly labelled, and routines are predictable, which is what learners require. Learners take more ownership of their learning and are better able to regulate their behaviour. Learners build their confidence significantly and become more resilient as they develop new behaviours that will help them to make the transition into adulthood and make decisions in their future lives.

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

Learners benefit from highly effective specialist teaching and high levels of support to enable them to develop communication, vocational and life skills which help prepare them for adulthood. Learners enjoy a curriculum that is expertly tailored to their needs and interests. They achieve extremely well and often exceed their EHC plan targets.

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

Learners engage positively with the wider community. For example, they run their own successful small enterprise online clothes shop. All learners take part in well- designed work experience. Some work in local shops and businesses, and welcome local community groups into their on-site café and small animal centre. This means that learners become increasingly confident to communicate and work with unfamiliar people.

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better?

Leaders, managers, teachers and staff are ambitious for learners and have high expectations of them. Leaders ensure that learners receive an exceptional quality of education and personal development to enable them to make meaningful and purposeful progress, achieve their potential and successfully move on to their next steps.

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better?

Leaders and managers have structured a highly effective curriculum that allows learners to participate in a wide range of relevant and interesting subjects that help them to achieve their individual goals. Learners on the communication pathway significantly develop their social, communication and living skills. Learners on the work skills pathway develop secure skills that enable them to make a positive contribution to their community through employment and/or voluntary work, as well as preparing them for independence.

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better?

Teachers have a detailed understanding of learners’ educational and support needs before they start college. This is because of an effective and comprehensive review and assessment of their prior experiences, learning and achievements. They take 5 to 7 June 2024

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careful account of learners’ views as well as the views of parents and other stakeholders. As a result of this robust preparation, teachers formulate appropriate and realistic individual initial targets towards learners’ EHC plan targets and their destination goal.

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Teachers select appropriate teaching strategies carefully, so that learners participate in learning as independently as possible. Teachers have constructed targets for learners that focus on using switches, augmentative and alternative communication devices, and eye gaze/eye movement technology to support them to make choices more confidently. Learners are encouraged to use their devices so that their opinions are heard. Teachers prioritise the development of self-advocacy and choice making so that learners have more autonomy in their life choices.

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Teachers use a wide range of resources to great effect. They use these resources to teach learners on the work skills pathway to follow instructions and develop practical skills as independently as possible. In animal care, learners select jobs from a job board and then use QR codes to access interactive videos that demonstrate tasks, breaking down jobs into multi-stage instructions for them to follow. Learners confidently follow instructions and monitor their own progress as they complete tasks, increasingly independently, in preparation for work.

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Most learning support assistants (LSAs) demonstrate a strong understanding of the needs of the young people that they support. LSAs are calm, and work with learners discretely and sensitively to meet their needs and promote independence. LSAs respond intuitively to learners’ needs and demonstrate high levels of care and dignity. Learners are consistently treated as adults.

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Learners access a multidisciplinary therapist team and benefit from on-site speech and language therapists, neurophysiotherapy and behavioural experts. Learners’ physical well-being is enriched by rebound therapy, the use of an onsite hydrotherapy pool and specially designed sensory areas. Consequently, learners develop their mental and physical strength, and resilience, exceptionally well. They learn to better regulate their own behaviours.

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Leaders maximise learners’ attendance at college by successfully responding to their needs. Leaders have introduced sensory and social development sessions at the start of each day, when learners choose activities to help them to regulate their behaviours. These sessions include time with therapy dogs or with sensory equipment, or to increase their alertness by completing physical activities to help them to be ready to learn. Learner attendance is excellent.

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Learners receive comprehensive, tailored careers information, advice and guidance (CIAG) which closely aligns to their aspirations and needs and prepares them for future success. Learners’ CIAG includes support and guidance around life and independent living skills and opportunities to learn about the world of work and the world around them. 5 to 7 June 2024

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Governors have a wide range of relevant and valuable experience that they use very effectively to support senior leaders and to hold them to account for the quality of the education and the experience that learners receive. They support the innovative work that staff and leaders do. They also recognise that a positive culture and open and transparent ways of working are key to the college’s success. As a result, governors are highly effective in their roles.

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Safeguarding

The arrangements for safeguarding are effective. 5 to 7 June 2024

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Provider details

Address The Bracknell Centre Bracknell Avenue Southdene Kirkby Merseyside L32 9PW

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection 16 to 18 October 2017

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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 CEO, 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

Judy Lye-Forster, lead inspector His Majesty’s Inspector Steve Kelly His Majesty’s Inspector Esther Williams 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 looked after children, safeguarding and child protection.

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