Victoria 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

Victoria College is an independent specialist college based in Birmingham. It is part of the Victoria School and Cherry Oak Federation. The college currently has 26 students aged 19 to 25 with profound and multiple learning disabilities. All students have education, health and care plans (EHC plan). The curriculum offer is based on preparing students for adulthood and includes subjects related to employment, independent living, community inclusion and health. Students are placed in one of three groups, dependent on their cognitive ability. The sensory group supports students with profound disabilities and significant challenges with communication. The middle group supports students with a greater capacity to engage in learning. Finally, the higher group supports students who are progressing towards supported volunteering and transition into adulthood.

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Information about this provider

Students have access to a range of therapies, including hydrotherapy, rebound, speech and language and music therapy. They also have access to dance, drama and sports. 14 to 16 January 2025

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

Students benefit from the inclusive and welcoming environment that staff create. They know their students well and are enthusiastic and motivated to support them in their learning. Teaching staff understand students’ needs and work closely with medical colleagues to enable students to participate fully in their lessons.

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

Staff have high expectations for students’ behaviours and work closely with them to make appropriate choices. Students have behaviour risk reduction plans to help them self-regulate and continue with their activities. This helps to reduce students’ challenging behaviours as they settle into college.

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

Students enjoy attending college and participating in various activities, including visiting community venues and fundraising. Staff members encourage students to be active citizens through activities such as student forums and completing adapted questionnaires. With support, students improve their communication skills, gain independence and participate in college activities.

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

Students feel safe and know how to express any concerns to staff members. Teachers develop students’ understanding of their bodies, healthy relationships and ability to explain their feelings. Teachers also reinforce the importance of safety in the college and provide opportunities for students to demonstrate their knowledge, for example by being able to locate fire exits and articulate what to do in an emergency.

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better?

Leaders work closely with local authorities and have developed much needed education programmes for those with profound and multiple learning needs. Leaders use the high-needs funding they receive effectively to provide quality education and comprehensive care, therapy and enrichment opportunities. Students who face significant barriers and challenges to learning access further education and start preparing for their next stage.

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better?

Leaders have designed and implemented ambitious individualised curriculums focusing on students’ EHC plan targets and aspirations. Staff carefully establish what students know and can do when they arrive. Students join pathways suited to their individual learning and care needs. This enables students to build friendship groups, gain confidence and start to prepare for adulthood.

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better?

Teachers and teaching assistants work together effectively to plan and implement the teaching, support and assessments that students undertake. Staff members clearly understand students’ targets and use their knowledge of students well to design meaningful and purposeful learning activities. Most students make progress against their education and behavioural targets. 14 to 16 January 2025

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Teachers and learning assistants assess and record students’ progress effectively. They check their understanding of previous learning before moving on to the next topic. Teachers work with students to help them recognise features of their current learning environments so they can compare them with other settings they might move to. This helps prepare students for their future transition. However, a few staff repeat questions until students make the right choice by a process of elimination rather than checking students’ understanding and addressing their misconceptions.

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Teachers use a range of effective teaching strategies to support students. These include using pictorial registers, adapted resources for those who are visually impaired and music to invigorate students at the start of lessons. Teachers use movement to help students understand what is happening to their bodies and learn to interact positively with others. However, a few students become distracted from their learning activities due to too many stimuli, particularly at the start of sessions.

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Leaders have introduced behavioural plans to support learners in regulating their own behaviours. Teachers and teaching assistants use these plans to support learners and offer strategies for them to reduce their anxieties, such as using ‘now’ and ‘next’ cards. However, as this initiative has developed, teaching assistants require further support and training to ensure approaches are used consistently across the college.

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Leaders have ensured that students who are due to leave college have access to careers information and interventions to support their transition. The college has employed a careers lead and developed an employability curriculum, including work experience opportunities. Staff members introduce students to the world of work through internal and external work projects. Learners work in the college garden and coffee shop, volunteer for local charities and have taken part in career talks from large organisations such as HS2 and the RSPCA.

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Leaders and staff provide a wide range of meaningful enrichment activities to support the development of students’ community and leisure experiences. Students participate in tabletop cricket and the college orchestra and visit local theatres and community venues. Before activities occur, staff members carefully prepare learners so they can take part fully and experience new leisure activities and environments to achieve their preparation for adulthood targets.

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Governance is strong. Trustees have clear oversight of the college and offer support and challenge to senior leaders. Trustees use their expertise to advise leaders and have designated roles on the board, including careers, safeguarding and health. Trustees actively collaborate with leaders to shape the college’s direction and recognise the need to widen their knowledge of further education and skills as the college implements its strategic plan.

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Safeguarding

The arrangements for safeguarding are effective. 14 to 16 January 2025

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What does the provider need to do to improve?

 Develop staff members’ questioning techniques so they can establish if students are acquiring new knowledge and can apply their learning to different scenarios.  Design learning activities that help learners focus more effectively, particularly at the start of lessons.  Continue to develop staff awareness of behaviour management strategies so they can better support learners with their behaviours. 14 to 16 January 2025

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Provider details

Address Bell Hill Northfield Birmingham West Midlands B31 1LD

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Provider details

Principal, CEO or equivalent Clare Scattergood

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection 24 to 26 May 2022 14 to 16 January 2025

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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

Steve Kelly, lead inspector His Majesty’s Inspector Sharon Dowling His Majesty’s Inspector Joanne Keatley Ofsted Inspector 14 to 16 January 2025

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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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