Orchard Hill College

Further education and skills inspection report

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Overall effectiveness Outstanding

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

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Information about this provider

Orchard Hill College is an independent specialist college. The college teaches students at nine learning centres in London and Surrey. It provides education and training to around 500 young adults aged 16 to 25 years, most of whom have special educational needs and/or disabilities (SEND) and an education, health and care plan. Students have a wide range of SEND, including profound and multiple learning disabilities and complex medical and physical health conditions. The college sponsors the Orchard Hill Academy Trust.

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Information about this provider

At the time of the inspection, there were 414 students aged 16 to 25 years and 84 adult students. Most students study full-time courses which include foundation skills for life and skills for work and living programmes. The college also offers a variety of work-related learning courses through supported internships and preparation for employment courses. 17 to 19 March 2025

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

Students benefit greatly from a meticulously planned, highly individualised and ambitious curriculum. This is because teams of expert lecturers, therapists and support staff plan and teach the curriculum after careful consideration of students’ abilities, needs and aspirations. Consequently, the quality of education that students receive is outstanding. Students make excellent progress towards their highly ambitious academic and personal targets. They are exceptionally well prepared for their next steps. In many instances, the progress students make is life-changing.

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

Students, wherever they attend, hugely enjoy the highly inclusive, caring and supportive learning environment that staff create. Lecturers and support staff set clear expectations for students’ behaviour. Highly adept and very well-trained staff are experts in recognising and anticipating students’ triggers, and when needed, they very effectively and respectfully support students in regulating their behaviours. Students’ behaviour and attendance are exemplary.

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

Students take part in an excellent range of enrichment activities, including opportunities to gain additional qualifications. For example, students complete the Duke of Edinburgh’s Award scheme, which is adapted very well to meet their specific needs. Students participate in residential activities, go to the theatre and attend the college’s nightclub. By taking part in these activities, students significantly strengthen their links with their local community, build their confidence and improve their social skills. Students develop meaningful and lasting friendships, some for the first time, which they maintain outside college.

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

Students learn about the importance of healthy relationships and sexual health. Staff use role play, scenarios and age-appropriate resources when teaching students about these topics to understand their bodies and identify their emotions accurately. Students gain a very good understanding of appropriate behaviours and how to develop healthy relationships.

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

Most students know the signs and threats of grooming, including radicalisation. Students know how to stay safe online. They know what to do if they have concerns about themselves or others. Students study in a safe environment wherever they learn.

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better?

Since the previous inspection, leaders and managers have maintained high-quality provision through significant change and challenges. During this time, they have opened four new centres and successfully introduced new programmes such as supported internships. They have more than doubled student numbers in response to the demand for specialist post-16 provision, in particular, to cater for the needs of students with social, emotional and mental health difficulties.

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better?

Staff help students new to the college to settle in very well. Prior to students joining, 17 to 19 March 2025

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staff take time to understand fully their specific abilities, needs and aspirations. They take into account the views of parents, carers and students. Staff make sure students become familiar with the facilities and the people who will teach and support them. They put in place bespoke programmes to make sure students adapt well to their new environment and quickly begin to make progress towards their goals.

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Lecturers and support staff have excellent subject knowledge and expertise in teaching students who have SEND. They use a range of highly effective teaching strategies. This includes giving systematic and clear verbal instructions and using sensory stories, visual cues and sign language. This helps students to understand key concepts. For example, lecturers use sensory stories about the seasons to enable students on foundation skills programmes to understand the concept of the outside world. Lecturers on employability courses use modelling very effectively, for example, to teach students about the need to dress appropriately for work and wear personal protective equipment. Staff allow students time to work out how to complete tasks and give gentle prompts that support them to make their own decisions.

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Staff use a variety of assistive technology exceptionally well to enable students to communicate effectively. This builds students’ vocabulary quickly and ensures they can advocate for themselves. Staff teach students, together with their families, how to use assistive technology such as virtual assistant technology and transfer these skills into the home environment. This enables students to practise and develop their skills and become more independent at home.

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Lecturers and support staff use a range of highly effective assessment methods to check students understand what they are taught. They use observations and questioning extremely well to check students understand key concepts before moving on to the next task. For example, lecturers use digital quizzes, polls and collaborative boards to assess students’ knowledge and understanding on skills for work and living.

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Leaders and managers coordinate a wide range of highly specialised therapies, including speech and language, physiotherapy, nursing and positive behaviour support exceptionally well. They make sure these therapeutic interventions are integrated very effectively with learning activities. This enables students to practise and develop the skills, knowledge and behaviours they need to make sustained positive changes to their lives. For example, therapists support and teach students to use a standing frame when learning how to prepare a meal.

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Staff provide students with high-quality careers information, advice and guidance. Through careers fairs and transition events, students widen their understanding of employment, training and volunteering opportunities. Students are clear about their career pathways and how to achieve their personal goals and aspirations.

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Leaders and managers have an excellent focus on training and developing their staff. They provide new staff with a thorough induction, support and training 17 to 19 March 2025

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package. Leaders support staff very well in developing their skills and knowledge and progress their careers through undertaking a wide range of specialist SEND training, including training that develops their teaching and support skills very well. As a result, staff expertly teach and support students to make excellent progress.

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Senior leaders have a comprehensive understanding of the provision. Leaders provide them with a good range of information and data about the provision. This allows senior leaders to provide effective scrutiny and challenge to leaders and managers of the college. Senior leaders have adopted a well-considered approach to the development of the provision. For example, they increase provision only where they have sufficient expertise and capacity.

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Safeguarding

The arrangements for safeguarding are effective. 17 to 19 March 2025

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Provider details

Address Old Town Hall Woodcote Road Wallington SM6 0NB

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Provider details

Principal, CEO or equivalent Kelly Phillips

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection 26 to 28 November 2019

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Provider details

Main subcontractors None 17 to 19 March 2025

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Information about this inspection

The inspection team was assisted by the executive 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

Jon Bowman, lead inspector His Majesty’s Inspector Joanna Walters His Majesty’s Inspector Kay Hedges Ofsted Inspector Lois Knight Ofsted Inspector Alun Maddocks Ofsted Inspector 17 to 19 March 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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