Royal College Manchester (Seashell Trust)

Further education and skills inspection report

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Inspection of Royal College Manchester (Seashell Trust)

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Inspection dates: 30 October to 1 November 2024

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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

Royal College Manchester (Seashell Trust) is an independent specialist further education college located in Cheshire in the north west of England. The college is part of the wider Seashell Trust, which is a national learning disability charity. Services within the trust include a school, residential placements and respite care.

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Information about this provider

Royal College Manchester provides day and residential placements to educate and train learners aged between 16 and 25 who have special educational needs and/or disabilities (SEND) that include complex health needs and autism. The college employs staff to provide support to learners with their physical and health needs, for example therapists, specialist teachers for the deaf and visually impaired, assistive technologists, nurses and mental health specialists.

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Information about this provider

At the time of the inspection, there were 69 learners in learning who have education, health and care (EHC) plans. Learners study their curriculum within one of four pathways: skills for life and work, skills for inclusion, skills for employability and sensory. 30 October to 1 November 2024

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

Learners receive an exceptional level of education, care and support from highly qualified, experienced, caring and nurturing staff who know learners well. Therapists, nurses and curriculum staff expertly work together to plan support and training for learners so they can develop their physical health, well-being and independence. Because of this, learners develop substantial new knowledge, skills and behaviours over time. For example, they develop excellent verbal and non- verbal communication skills and confidence so that they can express their views and opinions.

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

Learners have excellent opportunities to participate in the extensive enrichment activities such as choir, cycling, sports, swimming, rock band and horticulture projects. Learners attend residential trips where they participate in activities such as zip wire, rock climbing, canoeing and caving. Through these activities, they develop their teamwork, independence and social skills.

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

Learners have very secure knowledge about how to keep themselves physically and mentally healthy and safe. This is because tutors expertly teach a comprehensive curriculum that includes topics such as healthy relationships, touch, consent, physical development, and safety online and in the community. Learners feel safe when in college and on external work experience placements. They know who to report any worries or concerns to.

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better?

Leaders, managers and staff have very high expectations and aspirations for learners. The curriculum offer has a strong focus on developing learners’ independence, employability, decision-making and communication skills. Learners’ interests and ambitions are well integrated by staff into the highly individualised curriculums that they study. Learners participate in high-quality internal and external work placements that align very well with their career aspirations, such as working for conservation charities and cafes in horticulture businesses and at supermarkets.

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better?

Managers, tutors and therapists plan and teach the curriculum with precision for each learner. Tutors teach learners a broad range of topics such as English, mathematics and creative studies, and life skills such as cooking and personal care. They set learners meaningful targets and plan excellent opportunities for them to achieve their targets and EHC plan outcomes. They monitor and review the progress that learners make very well and adapt the curriculum accordingly. As a result, learners develop significant new knowledge, skills and behaviours and are very well prepared for their next steps in adulthood.

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better?

Leaders provide a wide variety of training for staff to develop their SEND and teaching skills and expertise. Staff are trained in trauma-informed care, positive behaviour support, intensive interaction, empathic language and autism. Therapists work alongside curriculum staff to model techniques and strategies to support 30 October to 1 November 2024

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learners. Training is highly specialist and, as a result, staff apply the most up-to-date and clinically effective strategies to support learners such as those with dysphagia.

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Tutors and support staff use an excellent range of teaching and support techniques to teach and support learners based on their individual needs. These include strategies such as modelling, repetition, visual cues, physical and verbal support. As a result, learners, including those with the most complex needs, have full access to the curriculum. They are not disadvantaged by their SEND.

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Staff promote learners to develop their independence and communication skills extremely well. They use gesture and clear instructions that enable learners to communicate their answers. Staff competently use sign language to help learners understand and join in with conversations and communicate with their peers. Staff encourage learners very effectively to use sign language or their communication device to share their views.

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Therapists, nurses and curriculum staff provide an integrated approach to seamlessly embed therapies and care for learners throughout their college day. They skilfully work together to maintain learners’ physical health, well-being and independence. Therapists work well with learners’ families to make sure that strategies and techniques are used at home. As a result, learners’ physical and health needs are very well supported.

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Tutors plan opportunities for learners to learn about life in modern Britain very well. Tutors teach learners how to treat their peers and staff with respect, express their views and opinions sensitively, and take turns. Learners apply these skills very well when they are on work placements and when they participate in enterprise activities, for example when working with their peers to make bath bombs that they sell to college staff, parents and the community.

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Staff provide learners and their families with comprehensive information, advice and guidance about their next steps that closely align to learners’ career and life ambitions. This includes support and guidance about options available to them such as independent living skills, work experience and moving into paid employment. This prepares learners and their families exceptionally well for life after college.

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The experienced board of trustees and leadership team have excellent oversight of the college. Together, they conduct a wide variety of activities to understand the quality of education and the support that learners receive. Their proactive and innovative approaches lead to continuous improvements to the curriculums and resources, which makes the college an outstanding place for learners to study.

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Safeguarding

The arrangements for safeguarding are effective. 30 October to 1 November 2024

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Provider details

Address Stanley Road Cheadle Hulme Cheadle Cheshire SK8 6RQ

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Provider details

Principal, CEO or equivalent Clare Sefton

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection 18 to 20 October 2017

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Provider details

Main subcontractors N/A 30 October to 1 November 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 Joanne Keatley Ofsted Inspector Anita Pyrkotsch-Jones His Majesty’s Inspector 30 October to 1 November 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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