Oakwood Specialist College

Further education and skills inspection report

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Inspection of Oakwood Specialist College (Phoenix Learning Care Ltd)

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Overall effectiveness Outstanding

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

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Information about this provider

Oakwood Specialist College is an independent specialist college operated by Phoenix Learning and Care in South West England. The college has three campuses: Dawlish, in the coastal town of Dawlish near Exeter; Torpoint, near Plymouth; and Yate, a new campus in South Gloucestershire.

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Information about this provider

Learners study on individualised courses to meet the specific needs identified in their education, health and care (EHC) plan. At the time of the inspection, there were 62 learners at the Dawlish campus, 35 at the Torpoint campus and 32 at the Yate campus. All learners are day learners. 12 to 14 March 2025

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

Learners behave impeccably and are keen to contribute to teaching sessions and discussions. They learn about odd and even numbers through sharing activities that create a fun and joyful classroom. Consequently, learners are highly engaged and productive.

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

Learners are supported to remain in their learning environment effectively. Leaders have integrated a range of highly individualised therapeutic interventions and approaches into the curriculum effectively, such as zones of regulation and sensory diets. These approaches focus on improving mental health and well-being, explicitly teaching learners how to manage their own emotions. As a result, learners are much better equipped to self-regulate; they are able to identify triggers and strategies that work for them.

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

Learners’ attendance is high. Managers monitor learners’ attendance carefully. Staff are quick to intervene when learners are absent. They work with health specialists, the special educational needs and disabilities coordinator, parents and carers to quickly agree on individualised strategies to rapidly re-engage learners in their studies. These include adapting the learning environment to reduce the learner’s anxiety when in college.

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

Learners gain an excellent understanding of appropriate behaviours and healthy relationships. Teachers teach learners about personal growth based on their learning needs. They help all learners, including nonverbal learners, to develop an understanding of sexual health. Staff improve learners’ behaviours through sensory education designed to stimulate the senses in multisensory environments. Consequently, learners become more confident in recognising dangers and saying no.

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

Learners feel safe. They know how to stay safe online, including with regard to the dangers of using social media. They know to avoid sharing personal details online or when they are in the community.

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better?

Leaders have developed an ambitious curriculum. All learners follow a highly individualised course that prepares them for life after college. Teachers frequently review and adapt learners’ courses. Consequently, learners regularly exceed the expectations of their EHC plan, such as gaining meaningful paid employment or participating in professional art exhibitions.

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better?

Leaders identify areas for development and implement interventions to support improvements effectively. For example, leaders have improved the use of information from learners’ starting points to plan their curriculums and set meaningful and challenging targets. Teachers frequently review targets, allowing learners to progress swiftly and enabling them to achieve their best. 12 to 14 March 2025

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Leaders have taken a supportive and developmental approach to improving teachers’ teaching skills. They use lesson and peer observations, and reviews of learners’ work and progress to encourage teachers to discuss and reflect on their teaching. Subsequently, teachers embed new strategies, such as merging teaching strategies and therapies in the classroom to benefit learners.

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Governors have significant experience and expertise in special educational needs and disabilities education. They are actively involved in the college. Governors provide support and challenge across areas including learners’ progress, risk assessments and safeguarding. They actively encourage leaders to use reflective practices to improve learners’ experiences.

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A qualified therapy team with extensive multidisciplinary expertise trains teachers and learning support assistants (LSAs). It trains staff to use specialised techniques and resources to encourage learners to practise and extend their communication skills. Strategies such as ‘wondering aloud’ encourage learners who previously could not verbalise their thoughts to learn to form sentences and contribute to short verbal interactions. Consequently, learners make excellent progress from their starting points.

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Teachers and LSAs are highly adept at managing the pace of lessons and adapting the planned content to meet learners’ individual needs. For example, staff adapt and offer choices in various activities to ensure that learners self-regulate and participate enthusiastically in their learning.

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Learners develop significant new knowledge, skills and behaviours. Teachers use resources including technology, such as mobile phones and tablets, to support their learning and communication effectively. For example, nonverbal learners use mobile phones to capture pictures of artwork and exhibitions, confidently using them to share and show their work to others.

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Teachers set very high expectations for learners to become more independent as quickly as they are able. LSAs skilfully model how learners should approach new tasks and then give them time to complete them with increased independence. When learners make mistakes, LSAs give learners time to learn from their errors and to repeat tasks. Learners grow in confidence and can explain how they will tackle mistakes in the future.

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Teachers expertly use teaching techniques to help learners improve their English and mathematical skills. They teach how numbers change to money, weights and measurements by adding symbols or letters to help learners see their importance in everyday life. This allows learners to identify which item they might buy in a shop based on cost.

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Staff support learners to participate in high-quality work experience activities linked to their long-term goals and interests. Learners’ work placements allow them to test these interests. As their interests change, staff support learners to experience a 12 to 14 March 2025

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range of working environments, from working with animals to exploring careers in construction while working with the estate’s team at the local authority.

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Leaders have implemented a highly personalised careers programme that matches learners’ aspirations. They work closely with specialist external organisations to provide careers advice and guidance. Staff support learners to share their own ideas and ambitions about where they would like to work when they finish their course.

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Staff take exceptional care to plan learners’ next steps as they prepare to leave the college. Future placements are well considered, and close liaison with adult services and employers ensures well-planned and helpful support is in place. Learners feel reassured and secure when they finish their studies, and continue to develop their skills and confidence.

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Safeguarding

The arrangements for safeguarding are effective. 12 to 14 March 2025

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Provider details

Address 7 and 9 Oak Park Villas Dawlish Devon EX7 0DE

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Provider details

Principal, CEO or equivalent Esther Williams

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Provider details

Provider type Independent specialist college

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Provider details

Dates of previous inspection 11 to 13 September 2018

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Provider details

Main subcontractors None 12 to 14 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

Sharon Dowling, lead inspector His Majesty’s Inspector Lois Knight Ofsted Inspector Alun Maddocks Ofsted Inspector Susan Gay Ofsted Inspector 12 to 14 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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