LIPA Sixth Form College

Further education and skills inspection report

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Inspection dates: 10 to 12 February 2025

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Good Personal development Requires improvement Leadership and management Inadequate Education programmes for young people Inadequate Overall effectiveness at previous inspection Outstanding

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Information about this provider

LIPA Sixth Form College is a 16 to 19 academy that is part of The LIPA Multi- Academy Trust. It was established in 2016 and is situated on the same campus as the Liverpool Institute for Performing Arts (LIPA). The college provides level 3 study programmes for students aged 16 to 19 years specialising in performing arts. At the time of the inspection, there were 402 students following diplomas and extended diplomas in music, acting, dance, musical theatre, technical theatre and design for performance. In addition, 44 students were studying GCSE English or mathematics as part of their study programme.

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Information about this provider

During the inspection, the college was experiencing a prolonged period of industrial action with around half of staff on strike for three days per week every week. Industrial action was due to escalate further in the near future. Some senior leaders in the college were absent from work due to illness. 10 to 12 February 2025

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

The ongoing period of industrial action has led to lost learning for almost three months. Students whose subjects are most affected by the strike, such as music technology, and technical theatre and design, are very frustrated. They are very worried about their future, and they miss their teachers. Students demonstrate very high levels of resilience in the face of this adversity. Many travel long distances to come to the college. They continue to attend regularly and are highly motivated to succeed, despite the ongoing disruption to their education.

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

Students have very high aspirations for careers in performing arts. Many second- year students have applied for places at prestigious dance and drama schools and conservatoires. They have benefitted from good careers advice and guidance. However, their aspirations are marred by anxiety. Students are very concerned that they will not achieve their qualifications or gain the skills they need for their next steps, due to the disruption in teaching that they are experiencing.

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

When teaching takes place, students benefit from ambitious curriculums that are very well matched to the high expectations of the performing arts industry. Students regularly work with practising musicians, dancers and actors who carry out workshops. In acting, movement specialists help students to think beyond their understanding of physical size to imagine and create characters that are larger than reality.

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

Students take part in useful discussion and debate on topics that support their understanding of inclusivity in modern Britain. In music, students discuss the place of women in music and in acting they discuss how people with AIDS were treated unfairly in the 1980s. Students have a well-developed sense of appreciation of inclusivity and equality. They transfer this knowledge appropriately in their treatment of each other.

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

Not all students are receiving their planned tutorial sessions due to industrial action. This means that students are not benefitting from learning about topics, such as healthy relationships, addiction and the dangers of social media. Second-year students recall this learning from the previous year, but first-year students are missing some of this essential training.

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

Students feel safe. They know where to go to access the help they need. Students feel comfortable talking to their teachers and comment on how they would like their teachers back in the college during this unsettled period.

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better?

Leaders have a clear aim for the college. Their ambition is to provide high-quality education and training specialising in performing arts through the six pathways they offer, including those that lead to backstage and offstage roles. Historically, leaders and teachers have provided an exceptional experience for students. All students that 10 to 12 February 2025

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completed their courses last year achieved well; most achieved merit and distinction grades. Many students moved into higher education in performing arts and employment in the sector. The experience most students are receiving this year is inadequate and in stark contrast to previous years.

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Almost all staff are proud to work at LIPA and have high aspirations and expectations for their students. Despite this, staff morale is very low and around half of staff have lost faith in leaders of the multi-academy trust. Relationships between staff and leaders have broken down, which has led to significant disruption due to industrial action. At the time of the inspection, there was no resolution in sight.

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Students are facing considerable disruption to their education. Staff on strike told inspectors that their only option is to strike so that their voices are heard. Others are facing unsustainable workloads in an attempt to maintain continuity of teaching for students. Leaders have implemented a variety of temporary measures, including altering the curriculums and utilising volunteers as guest speakers. However, many students have considerable gaps in knowledge due to content which has not been taught. These students’ progress is significantly impeded.

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Leaders planned curriculums are well considered. In music, teachers build students’ knowledge of solo and group performances before moving to recording, brand building and technical skills that culminate in public performances at external venues. However, in too many instances at the current time, leaders have changed and adapted the planned curriculum due to lack of teachers through strike action. This results in disjointed learning, elements of the provision not being taught and students who are not studying the intended curriculums.

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In dance, students are largely unaffected by the industrial action at the college. On this course, students receive high-quality dance training that rapidly develops their skills in a range of styles, including ballet, commercial and jazz. Through expert tuition, students are focused and disciplined. They recall choreography skilfully and apply their learning to the production of high-quality performance work.

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Too many students do not routinely receive feedback across all elements of their learning. Students whose teachers are on strike for part of the week, are not adequately supported to improve their skills over time. However, on normal teaching days, teachers provide useful feedback to students to help them to develop their knowledge and skills. In acting, tutors encourage students to question aspects of devising work to avoid cliché where this is not intentional. Students use this feedback to think more creatively about their work.

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Students with special educational needs and/or disabilities (SEND) are well supported during normal teaching time at the college. Teachers meet these students’ individual learning needs well. For example, teachers implement strategies such as chunking or time for reflection and sensory regulation. In the main, students with SEND make progress in line with their intended targets. 10 to 12 February 2025

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Students value the range of activities, trips and performances that they access. They visit concerts, shows and theatre productions, and many perform at the college and in external venues as part of their studies. They value highly the opportunity to showcase their talents. Students collaborate well when working on performance pieces. They demonstrate fundamental British values in tolerance and respect in their interactions with each other. This prepares them well for working in performing arts.

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Trustees and governors are highly experienced in the performing arts sectors and in education. They are acutely aware of the issues facing the college but have underestimated the impact that this is having on students and staff. Trustees and striking staff are at stalemate and not enough action is being taken to tackle the poor quality of education that students are receiving. This is causing considerable anxiety to staff and students.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Repair and resolve the fractured relationships between striking staff and trustees so that staff return to the usual teaching timetable.  Provide immediate support to students to help them to catch up on lost learning so that they can make good progress and achieve their qualifications.  Return to providing sufficient training for students on wider personal development topics. 10 to 12 February 2025

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Provider details

Address 41 Upper Duke Street Liverpool L1 9DY

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Provider details

Principal, CEO or equivalent Charles Bartholomew

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Provider details

Date of previous inspection 26 to 28 February 2019

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Provider details

Main subcontractors None 10 to 12 February 2025

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Information about this inspection

The inspection team was assisted by the assistant principal, in the absence of the principal and deputy 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

Ruth Stammers, lead inspector His Majesty’s Inspector Mark Parton His Majesty’s Inspector Stuart Collett His Majesty’s Inspector Chloe Rendall His Majesty’s Inspector 10 to 12 February 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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