Yorkshire Rose College

Further education and skills inspection report

p.1

Inspection of Communication Specialist College - Doncaster

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Provision for students with high needs Good Overall effectiveness at previous inspection Good

p.1

Information about this provider

Communication Specialist College is an independent specialist college which is part of the Doncaster Deaf Trust, a registered charity located in central Doncaster. At the time of the inspection, there were 161 students enrolled on individualised programmes, all of whom had an education, health and care plan. Students follow one of three pathways. There were 31 students on a communication and well-being pathway, 45 on an independence pathway and 85 on an employability pathway. There were fewer than five students on a supported internship course with two different employers. Over half of the students were working towards a range of qualifications from entry level to level 3 in their chosen subjects, and a few students were residential at the college. 19 to 21 March 2025

p.1

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

Students thrive in a safe, welcoming, supportive and calm learning environment. They have very positive attitudes to their learning and attend very well. They benefit from developing friendships with their peers during their studies. Students are highly respectful of each other, staff and visitors. They recognise how their tutors and support staff have helped them to improve their confidence, and they feel ready for their next steps into adulthood.

p.2

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

Students behave very professionally in vocational learning environments. In animal care, they handle the animals carefully and respectfully. In the sweet shop, they work well together, organising the stock, sorting money and serving customers. These newly acquired skills help students to gain employment at the end of their programme of study.

p.2

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

Students’ participation in a wide range of extracurricular activities is very high. Students go on trips to shops to develop their independent living skills. They are supported to take part in the Duke of Edinburgh’s Award scheme and to visit the seaside and local museums. Students frequently participate in fundraising events. At the end of the year, students celebrate their success at a graduation ceremony. Staff are quick to praise students and celebrate their positive achievements.

p.2

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

Students have a strong understanding of fundamental British values. Staff plan themed weeks when students learn about topics such as LGBTQIA+, anti-bullying and mental health. Students understand the ‘Prevent’ duty and, in tutorial sessions, discuss what it means to them. Students feel safe and understand fully that they can talk to staff about any concerns and that staff will take prompt and decisive action to support them.

p.2

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

Students benefit from high-quality careers advice and guidance throughout their programme of study. From the start of their programme, they are prepared for life after college. Students get a wide range of work experience opportunities, which help them to understand what they do and do not like. Employers are positive about how well prepared and supported students are for their placements.

p.2

better?

Leaders have created curriculum pathways which are highly inclusive and focus on the individualised needs of students, many of whom have barriers to their learning. Staff plan for students to improve their skills by following a range of accredited and non-accredited courses, in addition to work experience and community and volunteering projects. Tutors and therapy staff have high aspirations for their students. They are committed to providing the very best specialist support for some of the most vulnerable and disadvantaged young people.

p.2

better?

Leaders have high aspirations to grow the provision for students through the expansion of the deaf education centre and the support they provide to employers 19 to 21 March 2025

p.2

3

and stakeholders to enable them to understand fully the challenges that deaf people face. Employers value this guidance, and students thrive during their time at the college.

p.3

3

Leaders have invested significantly in developing high-quality learning and working environments for students. They have set up a café, which is a realistic working environment. A well-being garden has been recently created and is very well maintained. Extensive development of the facilities includes installing an immersive classroom and a new greenhouse for students in horticulture. Leaders have also improved a music room to make it more accessible. Students contribute fully to these developments by providing their views about resources and facilities that will help to prepare them for life after college. Students are very proud of their learning environment.

p.3

3

Leaders and managers have recently introduced comprehensive assessment arrangements to identify students’ starting points. Staff take time to identify students’ knowledge and skills in their subjects. They use this information to set helpful targets for students and carefully measure the progress students make. In a few instances, however, the quality of these assessments and subsequent targets is not of a high enough quality.

p.3

3

Most students achieve well. Staff have worked hard to ensure that students are placed on the right level of qualification to help them both achieve and gain valuable new knowledge and skills for their futures. Students can talk confidently about what the college is preparing them for. Most progress to employment or a higher level of study at a larger provider.

p.3

3

Tutors skilfully help students to develop their written and mathematical skills. For example, they encourage students to calculate the cost of purchasing skin care products. They ensure that students can use technical terms such as emulsify and can explain what sun protection factor means in skin care. In animal care, tutors encourage students to weigh the snakes, calculate weight gain and take and record the temperatures in the reptile tanks.

p.3

3

Tutors use helpful videos, demonstrations and worksheets to help students develop their knowledge and skills. For example, on the employability pathway, students learn about personal presentation. Tutors show videos to help students understand how to wash their hair and apply make-up. They use effective questioning and practical activities to check students’ understanding of these topics. Students know how to present themselves professionally and make positive personal choices. However, a few tutors use resources that are not age-appropriate. Managers recognise this and are taking action to ensure that staff produce better quality learning resources which reflect the age of the students.

p.3

3

Most students benefit from the support that they receive to increase their independence. Staff support students to complete activities such as sorting out stock and money in the sweet shop. In a few instances, staff do not give students sufficient time to answer questions before providing the answers themselves. 19 to 21 March 2025

p.3

4

Staff teach daily tutorial topics to students effectively. At the beginning and end of the week, these prepare students for the weekend or week ahead. In between, tutor group sessions cover equality and diversity topics, digital skills and careers matters. In addition, students benefit from helpful themed days, which focus on important topics that relate to individual learning needs. They include relationships, health, online safety and ‘safe summers’. Themes are determined by safeguarding and well- being trends.

p.4

4

Leaders monitor the progress that students make very carefully. They hold curriculum managers to account through a range of indicators such as attendance and retention. Curriculum managers have a firm understanding of strengths and areas for improvement and are taking rapid action to bring about positive improvement. They recognise that they need to do more work to continue to support staff and ensure consistency.

p.4

4

Governors are highly experienced in their roles and bring a variety of expertise from leadership positions in education, health and business. They know the college well and support the leadership team effectively. They challenge leaders and managers to improve students’ achievements, ensure that support is of high quality and use funding and resources effectively. Governors receive comprehensive reports from leaders in advance of meetings and hear first-hand from staff and students.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Ensure that all teaching materials are age-appropriate.  Provide students with sufficient time to respond to questions so they can confidently develop their thinking skills.  Ensure that staff consistently use the information from assessments to set meaningful targets for students. 19 to 21 March 2025

p.4

Provider details

Principal, CEO or equivalent Tracey Jamison

p.5

Provider details

Provider type Independent specialist college

p.5

Provider details

Date of previous inspection 11 November 2014

p.5

Provider details

Main subcontractors None 19 to 21 March 2025

p.5

Information about this inspection

The inspection team was assisted by the acting 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 students’ work, seeking the views of students, staff and other stakeholders, and examining the provider’s documentation and records.

p.6

Inspection team

Hayley Lomas, lead inspector His Majesty’s Inspector Angela Newton-Soanes Ofsted Inspector Rachel Angus His Majesty’s Inspector 19 to 21 March 2025

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for students 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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7