Area 51 Education Ltd

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 Good

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Information about this provider

John Dewey Specialist College is part of Area 51 Education Ltd based in the London Borough of Haringey. It is a registered charity. The college offers two education programmes called Go!FE and moving on for young people aged 19 to 25 who have a wide range of special educational needs and/or disabilities (SEND) and an education, health and care plan (EHC plan).

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Information about this provider

The moving on programme aims to prepare learners to develop the skills they need for independent living and Go!FE prepares learners who have complex needs to develop their independence, communication and interaction skills. At the time of the inspection, there were 40 learners across the two programmes. 25 to 27 March 2025

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

Learners study in safe, calm and supportive environments. They receive good support and care from staff when at college, on external work placements, during outdoor activities and educational visits. Staff understand learners’ individual needs well. They support learners’ individual sensory needs effectively, using well-equipped sensory areas in each classroom when necessary.

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

Learners study a well-planned curriculum that prepares them effectively for adulthood and includes opportunities to work toward achieving their EHC plan outcomes in areas such as independence, communication and employment. Tutors provide learners with a good range of opportunities to gain valuable work experience both in the college and with employers such as charity shops and community centres. Most learners make good progress. They improve their communication, decision-making and practical skills such as using public transport, cooking and shopping.

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

Learners participate in a good variety of trips that enrich the curriculum they study. These include visits to supermarkets, local parks, the Houses of Parliament, gyms and local cafes. As a result, learners develop their confidence and social skills, make friends and become more independent. Learners enjoy taking part in activities such as dancing, drumming and singing. A few learners participate in external enrichment opportunities such as attending local advocacy groups, specialist fitness provision and a stroke support group. Learners particularly enjoy the dance sessions where they rehearse for a performance to showcase dance and celebrate their different cultures, such as Bollywood.

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better?

Since the previous inspection, leaders have taken suitable action to review and revise the curriculum offer extensively. They worked with external SEND experts and other specialists such as speech and language and occupational therapists to improve the curriculum content and structure. The curriculum includes good opportunities to develop learners’ communication, community access, independence, digital, English and mathematics knowledge and skills. Learners now study a curriculum that is ambitious and well structured and links well to their aspirations and EHC plan outcomes.

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better?

Most tutors and learning support assistants (LSAs) have suitable experience and training to teach and support their learners. Leaders offer a good range of training opportunities for staff, including specialist SEND topics and effective teaching and learning support strategies. Consequently, tutors use effective teaching strategies to teach the curriculum to meet the specific needs of learners. For example, tutors use sign language, symbols, pictures and physical objects to explain new content and concepts. In lessons, tutors make good use of adaptive technologies such as reader pens and eye-tracking devices to help non-verbal learners communicate. LSAs are 25 to 27 March 2025

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adept at using sign language and providing suitable support to meet the individual needs of learners.

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Tutors plan the curriculum well. They carefully consider the results of learners’ individual needs assessments. They liaise with parents and/or carers and previous education providers to identify what learners can do before they start their programmes. They use this information well to design the curriculum to meet the individual needs of learners.

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Tutors set suitable targets for learners that align well with learners’ EHC plan outcomes. They plan a good range of opportunities in the curriculum for learners to work towards achieving these. Tutors and LSAs use effective methods to capture evidence of learners’ progress such as digital technology to record learners performing tasks and making choices. Tutors mostly track learners’ progress accurately and adapt targets according to the gaps they identify in learners’ knowledge. Most learners make good progress. However, in a few instances, tutors do not capture learners’ progress well enough for each part of the curriculum. In these instances, learners’ progress across the whole curriculum is unclear.

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Tutors, LSAs and therapists work seamlessly together. They make sure learners, regardless of their needs, engage and achieve new skills in incremental steps. For example, therapists such as speech and language, occupational and physio carry out assessments of learners and advise staff on suitable strategies to support them. The use of specialist standing equipment, tailored physical activities and specific communication aids enable learners to participate fully in their learning and have their physical needs met.

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Tutors teach learners effectively how to make informed decisions to lead healthy and safe lives. Tutors teach learners about staying physically and mentally healthy and how to practise mindfulness and keep themselves safe. The topics they cover include identifying fake news and extremist views and safely using gaming and chat sites. However, leaders have not implemented a curriculum to teach learners about relationships. As a result, learners do not have sufficient opportunities to develop their knowledge about different types of relationships and how to adapt their social behaviour appropriately around different people.

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Staff provide helpful advice and guidance to learners and their families about the next steps and the opportunities available when they leave college. This takes place during annual reviews, which typically involve a range of professionals in attendance at these meetings. Most learners move to a variety of suitable settings, including adult social care day services, employment courses and further study at other providers such as a general further education college.

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Board members have a range of skills and expertise in education and SEND, which they use well to provide good oversight of the college. They work effectively with leaders to make improvements to the college. For example, they have added roles to the leadership and management structure at the college to enhance capacity further. 25 to 27 March 2025

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Supported by thorough quality assurance processes and improvement plans, leaders continue to make sustained improvements for learners.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Capture learners’ progress in sufficient detail so it is clear to see the progress they make across their whole curriculum.  Teach learners about different types of relationships so they have the knowledge to make informed choices. 25 to 27 March 2025

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Provider details

Address 1 Mallard Place Coburg Road London N22 6TS

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Provider details

Principal, CEO or equivalent Nicki Quarterman

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection 11 to 13 October 2016

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Provider details

Main subcontractors None 25 to 27 March 2025

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Information about this inspection

The inspection team was assisted by the 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

Joanna Walters, lead inspector His Majesty’s Inspector Debbie Collinson-Bolles Ofsted Inspector Saher Nijabat His Majesty’s Inspector 25 to 27 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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