SupaJam Education In Music and Media

Further education and skills inspection report

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Inspection of SupaJam Education In Music and Media

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Good Provision for learners with high needs Good Overall effectiveness at previous inspection Good

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Information about this provider

SupaJam Education in Music and Media (SupaJam) is an independent specialist college operating from three sites in Swanley, Brighton and Canterbury. It provides courses for students with high needs and for young people who are not in education, employment or training.

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Information about this provider

SupaJam has 140 students enrolled, all aged 16-to-25 years. Students study creative music industry pathways at levels 1 to 3, alongside functional skills or GCSE mathematics and/or English. There are 129 students with an education, health and care (EHC) plan.

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Information about this provider

Since 2023 SupaJam, has worked with a subcontractor, BN1 Arts, that teaches education programmes for young people.

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Information about this provider

BN1 Arts teaches 190 young people. All students study a level 3 vocational course in either creative industries or creative and performing arts. Students also take GCSE English and/or mathematics, where appropriate. 20 to 24 March 2025

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

Students, many of whom have previously had negative experiences of education, thrive at SupaJam due to the welcoming, inclusive, calm and friendly community created by staff. Staff know students well and genuinely care about their learning and futures. Students respond to this positively by committing to their studies enthusiastically.

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

Students on vocational courses attend regularly. Staff maintain a consistent focus on attendance and punctuality. They reward students for good attendance. They take proactive measures to improve attendance quickly, such as adjusting timetables and prioritising studio time. However, attendance and punctuality to mathematics and English lessons is less consistent, with a few students missing these lessons persistently.

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

Students embrace one another’s different characteristics and needs because staff raise awareness of different disabilities and learning difficulties through the curriculum. As a result, students feel that they belong and can be themselves.

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

Students are supported effectively by staff and learning practitioners, because staff skilfully use appropriate strategies and resources. Teachers adapt learning resources and make appropriate use of assistive technology when teaching. Almost all students stay on their course and make good progress towards their EHC plan outcomes. Where appropriate to their starting points and goals, staff support students to achieve the qualifications they need in readiness for their next steps.

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

Students with high needs develop their interests and talents through a range of high-quality enrichment activities. For example, they attend choir and join football teams. They also attend and perform at concerts and festivals. Students build useful skills for employment such as travelling independently and being on time. However, there are not enough opportunities for students at BN1 Arts to develop their wider talents and interests beyond the performing arts.

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

Students feel safe and know who to contact if they have any concerns. They are aware of the risks young people face from extremist views and know how to spot the signs of radicalisation in others.

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better?

Leaders have established a clear and effective purpose for their curriculums. They provide alternative approaches to education, using music to engage students who have previously not been in education. Leaders have designed a range of pathways from levels 1 to 3, that are carefully tailored and adapted to improve students' chances of success. For example, the entrepreneurship pathway allows students to develop a broad understanding of the music business. It covers areas such as performance, recording and composition. At BN1 Arts, leaders offer specialist 20 to 24 March 2025

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curriculums centred on performing arts. Students develop a sound understanding of the options they have within these specialist sectors and the different skills they need for them.

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Curriculum leaders plan their curriculums in a logical order so that students develop their knowledge and skills more securely. For example, in mathematics, teachers start by teaching number, fractions and decimals. Once students understand these core concepts, teachers move on to more complex topics such as translations and algebra.

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Teachers have excellent subject expertise. They draw on this to explain concepts clearly. Through this understanding, they prepare students for examinations, performances and assessments effectively. For example, across subjects, teachers use model questions to break down and teach the methods and steps students need to take. They set students mock assessments to measure progress and identify the key topics they need to revise further. Students understand the expectations of the examinations and assessments they are taking.

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Teachers use a range of effective teaching strategies to help students to become successful on their courses. In mathematics they make effective use of recap starter activities in lessons. These focus on checking what students remember from earlier on in their course. Teachers also teach students to use useful mnemonics and acronyms to remember complex topics. In creative music industries, teachers use effective demonstrations. For example, demonstrating how to use the functions in editing software packages to change and edit compositions. Students then practice these skills in their own compositions. As a result, students remember more of the content they have covered in lessons and can work with more independence in their practical work.

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Teachers provide students with helpful feedback on their vocational qualifications. This helps students to improve their work and skills. However, the feedback that teachers give on mathematics courses is not constructive enough. As a result, students are not clear about the steps they need to take to improve the standard of their mathematics work. Too few young students attain a grade 4 to 9 in mathematics GCSE.

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Leaders understand the strengths and areas for development of the provision well. They rightly identified a need to improve target setting and progress monitoring. Leaders have recently implemented a system using success plans with termly review points to adjust targets during the year. Reviews for most students including those with high needs on vocational courses, now contain helpful commentary on progress against specific targets. This is not yet fully embedded in a few subjects.

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Specialist staff and therapists work together to support students effectively. Students benefit from access to therapies including speech and language, occupational health, physiotherapy and support for visual and hearing impairment. This extensive support helps students to overcome the barriers they face in achieving their goals 20 to 24 March 2025

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for learning and life. A high proportion of student’s move on to positive next steps in education and work at the end of their courses.

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Leaders make sure that teachers have access to high quality professional development. For example, in mathematics this includes higher level specialism training, and training in mathematics mastery. Leaders also provide staff with specialist training in helping students to recognise, communicate and develop good strategies to manage their feelings and emotions. Staff continuously improve their teaching and support skills.

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Staff make sure that most students can take part in useful work-related learning activities such as working on the college radio station and producing music in the internal studio. Most Level 3 students at SupaJam complete external work experience. Leaders have plans to extend the proportion of students attending external work placements at BN1 Arts.

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Leaders have taken positive and pro-active steps to reduce workload for staff and improve their well-being. A full review of workload has led to leaders removing any unnecessary tasks or excessive administration. Consequently, a very high proportion of staff feel their workload and well-being has improved.

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Advisory board members have the expertise required to effectively challenge and support leaders to improve the quality of education. For example, providing advice about bolstering partnerships with colleges.

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Senior leaders have excellent oversight of subcontracted provision at BN1 Arts. They meet with leaders at BN1 Arts frequently, and undertake an extensive range of quality checks, including learning walks, visits and checks on safeguarding logs. Leaders at BN1 value the input of leaders from SupaJam, recognising them as playing a key role in being able to open the provision successfully.

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Staff provide students with a comprehensive careers education and guidance programme. Students learn about the music sector, how to apply for jobs, courses in higher education and writing CVs. As a result, students feel well prepared to make decisions about their next steps.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have taken recent steps to strengthen safeguarding arrangements.

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What does the provider need to do to improve?

 Improve the usefulness of feedback and targets on students’ mathematics work so they know how to improve it to achieve a grade 4 or better at GCSE. 20 to 24 March 2025

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 Improve attendance to mathematics and English lessons.  Broaden enrichment and work experience opportunities for young people at BN1 Arts so they have a chance to pursue their wider talents and interests. 20 to 24 March 2025

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Provider details

Address St Marys Road Swanley Kent BR8 7TE

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Provider details

Principal, CEO or equivalent David Court and Nick Stillwell

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection 11–13 June 2019

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Provider details

Main subcontractors BN1 Arts 20 to 24 March 2025

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Information about this inspection

The inspection team was assisted by the director of education, 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.

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Inspection team

Mike Finn, lead inspector His Majesty's Inspector Hannah Hancock Ofsted Inspector Ann Potterton Ofsted Inspector Steven Tucker Ofsted Inspector Nicki Adams Ofsted Inspector Kay Hedges Ofsted Inspector 20 to 24 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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