Folkestone Beacon Plus

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

Folkestone Beacon Plus, known as Beacon Plus, is a small independent specialist college based in Folkestone, Kent. The college provides education and training to young people aged 18 to 25 years old with special educational needs and/or disabilities (SEND). At the time of the inspection, there were 20 learners enrolled at the college. One learner is currently studying from home through an arrangement of virtual classrooms. The college has one site in the centre of Folkestone and a community café nearby.

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Information about this provider

All learners study English, mathematics, employability skills and a programme of learning to prepare for adulthood. All learners undertake work placements in industries such as catering, education and horticulture. They study from entry level to level 2. 14 to 16 January 2025

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

Learners value the respectful and safe environment that staff create which helps them to study extremely effectively. Learners are inspired by the professional attitudes that staff model, and display these behaviours to their fellow students, employers and visitors they meet. Learners value the understanding and support that staff provide, which helps them to break down barriers to learning and work.

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

Learners are motivated by passionate staff to extend their skills and knowledge and put them into practice. They thoroughly enjoy the opportunities which staff provide to understand the world around them, and to gain confidence, independence and prepare for their next steps. Learners enthusiastically take on responsibility throughout their studies to lead activities and take part in teamwork to achieve their goals. For example, they work together successfully to create and implement a business plan to extend the opening hours of the college community café.

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

Learners develop meaningful and realistic employability skills, such as time management, teamwork and customer service skills. Consequently, they quickly take on challenging work placements in their chosen roles. They receive high-quality careers information, advice and guidance which is highly individualised. As a result, almost all learners move on to sustained next steps in work or learning.

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

Learners embrace the exceptional support that staff provide to understand topics such as healthy sexual relationships and physical and mental well-being. They take safeguarding seriously and know the actions they should take should they have any concerns. Learners value the purposeful and calm environments that staff and employers provide which help them to feel very safe at college and work.

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better?

Leaders have created an ambitious curriculum that is based on the needs of their learners and their aspirations. They work closely with partners, including employers, so that the curriculum is aligned well to meet employment opportunities in the area. They have chosen appropriate qualifications for each learner so that they explore the industry in which they hope to work. For example, learners planning to work in catering complete certificates in food hygiene. As a result, learners are well prepared for realistic opportunities in work and learning.

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better?

Leaders and highly experienced governors use a range of useful methods to understand the strengths and weaknesses of the curriculum, including feedback from learners and staff. They provide meaningful training for staff so that they are well trained in supporting learners with their specific needs. Where appropriate they support staff to develop their teaching skills. As a result, learners benefit from high quality, interesting programmes.

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better?

Well qualified and experienced teaching staff teach subjects effectively so that learners can apply their knowledge and skills in a range of situations. For example, 14 to 16 January 2025

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learners learn how to measure diameters in mathematics. They learn the language of parts of the body and medical procedures in English. This prepares them well to understand pregnancy and childbirth in preparing for adulthood sessions.

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Teachers present information very clearly. They recap on previous learning, they use repetition and short, scaffolded learning activities well to help learners remember their learning and grow in confidence. They pace sessions exceptionally well so that they meet learners’ differing needs and learners remain interested. Staff provide useful support, such as reminders of how learners can improve their concentration. Teachers use effective techniques to assess learners’ work and share this with them. Consequently, learners become more independent in setting themselves goals and make good progress. However, too often, staff do not make sure that learners receive clear written feedback which helps them to understand the steps they need to take to improve. As a result, learners do not always make progress as swiftly as they are able.

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Leaders have recently reviewed learners’ programmes in English and mathematics. As a result, only learners who really need these qualifications to achieve their goals complete them. Teachers provide useful lessons in English and mathematics that develop learners’ knowledge and skills in a meaningful way. For example, learners become competent at using proportions, costing and profitability calculations that help them to work in retail or catering. Consequently, all learners make good progress from their starting points. However, it is too early to see the impact of this work on achievement rates.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that the appropriate programmes and qualifications in English and mathematics are selected so that individuals achieve to the best of their ability.  Improve the quality of feedback that learners receive so that learners understand how they can improve their work. 14 to 16 January 2025

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Provider details

Address 16 Bouverie Place Bouverie House Business Centre Folkestone CT20 1AU

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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 Not applicable 14 to 16 January 2025

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Information about this inspection

The inspection team was assisted by the head of centre, 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

Emma Leavey, lead inspector His Majesty’s Inspector Kay Hedges 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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