Pure Innovations Trading As Pure College

Further education and skills inspection report

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Inspection of Pure Innovations Trading As Pure College

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Inspection dates: 30 June to 2 July 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

Pure Innovations, Trading As Pure College, is an independent specialist college located in Stockport, Cheshire. It is part of Pure Innovations, a registered charity that offers various services for people with disabilities or health issues. Students, all aged between 16 and 25, have a range of special educational needs and/or disabilities, such as autism, learning disabilities and global developmental delay.

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Information about this provider

At the time of the inspection, 33 students attended the college. They followed individualised programmes on one of three pathways. Eleven students studied the ambition for life pathway, 12 studied the ambition for work pathway and 10 were on supported internships. All students have an education, health and care plan and are in receipt of high-needs funding. 30 June to 2 July 2025

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

Students enjoy their time at college. They flourish in the friendly, calm and welcoming environment that staff create. Students improve their confidence, resilience and communication skills. They learn how to travel independently to college and their work placements using public transport. Students are punctual, and most have high attendance.

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

Students are motivated and keen to learn. They benefit from the range of teaching strategies that most tutors use effectively to explore topics in a way that is meaningful to students. In lessons, students practise and consolidate their learning successfully.

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

Staff prepare students well for their next steps. Supported interns who are transitioning into paid work confidently interact with peers and colleagues. They practise interview techniques and develop their CVs. Students go on to positive destinations, including paid employment, volunteering and further study at the provider and other local colleges. A few students move into day services and supported living.

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

Students feel safe. They know how to report any concerns they have. Supported interns who work in transport providers understand the risks and procedures to follow if they find suspicious objects. During a visit to a park, students know they should not pet or feed the animals because they might bite.

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better?

Leaders, governors and staff are aspirational for students. Leaders have implemented ambitious, employability-focused curriculums that give students the skills they need to progress. Students consolidate the knowledge and skills they learn, including time management, organisational skills and team leadership, when they plan and lead an educational visit. For example, confidently and successfully leading a peer group, reading and interpreting the directional signs en route.

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better?

Staff have a range of relevant experience and are suitably qualified to work with students with high needs. Tutors use their expertise well to sequence curriculums logically. Supported interns start by learning how to communicate at work and dress appropriately for the work environment. They move on to time management, professional practice and personal growth planning. At work, employers notice how students develop their confidence and self-belief over time. They progress from dressing appropriately for work to taking pride in their whole appearance.

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better?

Tutors and staff use information about students’ starting points successfully to plan personalised learning. They establish relevant and challenging targets for students such as completing a shopping trip using a set budget and confidently making a telephone call to arrange an appointment. Students make sustained progress and develop their skills for independence and work. 30 June to 2 July 2025

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Tutors and learning coaches work well together to support students. They know their students very well, tailoring support appropriately and providing resources personalised to the individual. Students are empowered to develop the skills they need to move towards independence and adulthood.

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Tutors and learning coaches mostly use techniques to assess learning skilfully. They use questioning to maintain student focus, encourage deeper thinking and swiftly check and remedy misconceptions. However, in a few instances, tutors do not use questioning techniques to check that all students understand key points before moving on. Occasionally, they do not use strategies effectively enough to hold students’ attention. In these instances, students become distracted and disengaged.

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Students take part in a range of activities that build their character and prepare them for adulthood. Students attend guest speaker sessions about homelessness and online safety. They know what to do and how to respond if someone approaches them in the street for money. Students learn about healthy relationships and sexual health, including cervical smear testing. They know where to go for contraception.

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Leaders develop strong and meaningful partnerships with employers and parents. Employers and parents feel supported by staff who keep them informed about students’ progress. They are pleased with how quickly students develop their work, social and personal skills. Supported interns who work at a tea dance use prompt cards successfully to start conversations with guests.

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Leaders use high-needs funding effectively. They invest in a high staff-to-student ratio so that students receive tailored support. This means that students can reach their full potential on work placements and in community activities. Although students do not require specialist therapies, those who need mental health support can access talking therapies.

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Leaders have a range of suitable quality assurance and improvement measures in place to monitor and improve the quality of education that students receive. Most staff develop their practices following the training sessions and workshops they attend. In a very few instances, leaders do not check that staff put into practice the skills they learn from the training they attend. For example, following training, staff do not routinely provide feedback to students that helps them improve their work.

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Governors are knowledgeable about the provider, including its strengths and weaknesses. They receive informative reports from leaders about aspects relating to the quality of education. Governors provide effective scrutiny and challenge to leaders about the quality of the curriculum.

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Safeguarding

The arrangements for safeguarding are effective. 30 June to 2 July 2025

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What does the provider need to do to improve?

 Provide consistently high-quality planning for learning, questioning for learning and feedback so that students make swift progress in all lessons and activities.  Check that staff put into practice the skills they learn from the training they attend. 30 June to 2 July 2025

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Provider details

Address 1b Exchange Street Stockport SK3 0GA

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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 30 June to 2 July 2025

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Information about this inspection

The inspection team was assisted by the head of college, 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

Alison Cameron Brandwood, lead inspector His Majesty’s Inspector Joanne Keatley Ofsted Inspector Kay Hedges Ofsted Inspector Liz Greenhalgh Ofsted Inspector 30 June to 2 July 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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