Sports Connect

Further education and skills inspection report

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Inspection dates: 29 April to 1 May 2025

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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 Not previously inspected

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Information about this provider

Sports Connect is an independent specialist college in Aylesford, Kent. The head office is in Aylesford and there are six additional sites across Kent in Sandwich, Sittingbourne, Faversham, Whitstable, Margate and Gillingham.

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Information about this provider

The college provides sports programmes for learners aged 16 to 25 who have special educational needs and/or disabilities (SEND) and an education, health and care plan (EHC plan). Most learners have moderate learning difficulties or social and emotional health needs. The majority of learners study a level 2 or level 3 diploma in sport, including English and mathematics qualifications. A few study at level 1. At the time of the inspection, there were 51 learners in learning. 29 April to 1 May 2025

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

Learners are taught in highly supportive, inclusive and welcoming environments at each site. They learn in good facilities that have plenty of outdoor space. Many learners have had a previous poor experience of education and have become disengaged with learning. This is the first time they have enjoyed learning.

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

Learners make good progress with their learning, towards their EHC plan outcomes and in their own personal development. Staff get to know learners well, so they know how to teach and support them effectively. For example, learners who have low self-esteem and anxiety have a personal mentor who supports them to develop strategies that help them stay positive, motivated and determined to achieve. Learners demonstrate good behaviours, attend well and are respectful, happy young people.

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

Learners participate in a good range of extra-curricular activities. These include gym sessions, swimming, tennis, football and rugby. Tutors provide valuable opportunities for learners to gain a nationally accredited certificate so learners can competently facilitate extra-curricular activities in schools and with community groups. Learners have good opportunities to study additional courses such as personal training and first-aid courses.

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

Learners feel safe. They know who to report concerns to and trust that staff will help and support them.

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better?

Leaders have developed good-quality provision to meet the needs of learners who have SEND who want a career within the sports industry. Leaders have secured good-quality facilities in sensible locations throughout the county. Each site is based in a sports club that has specialist facilities. For example, a tennis club at Sittingbourne, a gym at Sandwich and a centre with sports analytics equipment at Whitstable. This helps learners develop specific skills such as how to optimise performance in sport. As a result, young people with SEND from across Kent learn in good-quality environments that are well resourced.

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better?

Learners, many of whom join the college with no qualifications or very low grades in their GCSEs, make good progress, achieve well and move on to positive next steps. Most current learners are on track to achieve their qualifications and EHC plan outcomes. Previously, the achievement rate was low because leaders did not ensure they were equipped to support learners with complex lives and very challenging behaviour. In some circumstances, learners withdrew for reasons that were out of leaders’ control. Since then, leaders have revised the learner recruitment process so that when learners start, staff fully understand their needs and put in place effective support for them to succeed. As a result, learners now stay on their courses and make good progress with their studies. 29 April to 1 May 2025

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Tutors are well qualified and experienced to teach learners with SEND. Many are involved in sport at a competitive level. They expertly use their skills and experience to identify what learners know and can do at the start, so they can plan and teach the curriculum content effectively. For example, in level 2 sport, tutors teach the theory of sport participation to good effect to develop learners’ knowledge of the rules of a new sport such as pickleball. Learners then apply their knowledge practically through playing. Over time, learners develop a good level of knowledge and skill that enables them to compete competitively in tournaments.

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Tutors use good teaching and assessment strategies. They skilfully break down topics to avoid overwhelming learners. They use effective questioning techniques, good-quality presentations, videos, games, group work, problem-solving and practical activities. These strategies help learners remember new content and allow tutors to assess if learners’ knowledge is secure. For example, in mathematics, tutors use games to make learning engaging when they teach fractions, parameters and area. However, a small number of tutors do not use assessment well enough to make sure learners have understood and are learning as well as their peers.

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Learning support assistants (LSA) provide effective support to learners based on their individual needs. They work very well with tutors to plan the support individual learners need. LSAs use effective techniques to make sure learners can access the curriculum and complete tasks as independently as possible. They gradually reduce the support as learners become more skilled and confident. This allows learners to develop their independence, decision-making and study skills.

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Leaders have developed a personal and social development curriculum that aims to equip learners with the knowledge and skills to succeed as individuals and members of society. Topics include gender identity and disability in sport, fundamental British values, money management, mental health, relationships and the risks associated with radicalisation and extremism. However, not all learners get the same consistent content taught to them. Therefore, learners do not always have secure knowledge and skills to make informed decisions beyond life at college.

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Leaders work very effectively with partners in the community. These include local authorities, employers and public health organisations that provide learners with work experience placements at leisure centres. Most learners take part in good- quality work experience that is relevant to sport. In a few instances, learners have not had sufficient opportunities to participate in work experience. Guest speakers from the local violence reduction unit teach learners about a range of topics, including knife crime and substance misuse, as part of the personal and social development curriculum.

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Staff prepare learners well for their next steps. Staff provide good careers advice, guidance and support. They help learners to create CVs and explore career options in lessons. Tutors provide good support for learners who aspire to study at university. They have received effective support from staff to plan visits to universities, write personal statements and complete UCAS applications. Most learners have a clear understanding of their next steps. Most learners, even those 29 April to 1 May 2025

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who withdrew early, move to positive destinations that include continuing in education at other providers, starting apprenticeships and gaining employment within the sport and leisure industry.

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Leaders, including members of the education advisory board, have good oversight of the college. Board members have a range of skills and expertise in post-16 and SEND education that they use well to support and challenge leaders. Collectively, they use a range of information to identify strengths and areas for development. Leaders track and monitor the quality of the provision effectively and diligently. When needed, leaders and board members take swift action to make the improvements needed.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Increase the number of learners that achieve their planned qualifications.  Teach learners a personal and social development curriculum across all sites that gives them the knowledge and skills they need for adult life so they can make informed decisions.  Increase the number of learners who participate in work experience. 29 April to 1 May 2025

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Provider details

Address Jack Williams Ground Hall Road Aylesford ME20 7DS

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Provider details

Principal, CEO or equivalent Adam Lawrence

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 29 April to 1 May 2025

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Information about this inspection

The inspection team was assisted by the director, 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 Joanne Keatley Ofsted Inspector Kay Hedges Ofsted Inspector 29 April to 1 May 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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