Calman Colaiste (Kisimul Group)

Further education and skills inspection report

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Inspection of Calman Colaiste (Kisimul Group)

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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 Requires improvement

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Information about this provider

Calman Colaiste is a small independent specialist college. It provides further education for young adults with autism, severe learning difficulties and/or disabilities and associated challenging behaviour. The college is part of the Kisimul Group of schools, with residential and supported-living homes. The college is based on former farm premises and offers animal husbandry, horticulture facilities and well-being walk.

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Information about this provider

Approximately half of the learners are in residential care and the remaining learners are in family-home settings. All learners have an education, health and care plan (EHCP) and are in receipt of high needs funding.

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Information about this provider

Many students are non-verbal or have notable communication and language difficulties. At the time of the visit, there were 26 learners studying at the college. Fewer than five learners are in Kisimul residential care in Retford, Nottinghamshire. They are taught in the residential setting as well as attending the college on either a weekly or fortnightly basis. 11 to 13 June 2025

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

Learners benefit from studying in a positive, respectful and caring environment. They study in light, cool classrooms and teachers create a safe space for them to learn in. Teachers are good role models for learners, demonstrating good manners and expecting learners to do the same. Teachers show compassion, patience and perseverance so that learners have every opportunity to stay in the lesson, take part and learn.

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

Most learners attend and achieve well. Leaders have worked successfully with residential managers and support workers to identify effective strategies to overcome challenging behaviours. As a result, learners’ attendance has improved. Where learners present challenging behaviour, staff support them skilfully to de- escalate and quickly rejoin the lesson.

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

Learners develop the skills and confidence that they need to be more independent and participate more in family and home life. Staff share strategies with parents on how to communicate and manage behaviour more effectively. Learners are more able to take part in family conversations, cooking meals, helping with laundry and cleaning. Parents and carers can enjoy family outings in the community more because of the learners’ increased confidence and ability to regulate their behaviour.

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

Learners benefit from a strongly implemented code of conduct, both on the farm and in classes. Staff assertively and calmly reinforce rules and expectations, so learners adhere to them conscientiously. This helps them to understand how to behave and stay safe.

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better?

Leaders have designed an effective person-centred curriculum that is meaningful for the learners. The curriculum prepares them effectively for their future lives and independent living. Leaders have placed a high priority on behaviour management with their aim to ‘regulate before you educate’. This focused approach by staff enables learners to successfully access the learning.

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better?

Leaders are ambitious for their learners, and they set high expectations for staff. Leaders ensure that therapeutic staff work alongside academic staff effectively to identify bespoke strategies to support individual learners. Staff benefit from a broad range of professional training to enable them to meet the unique personal and academic needs of learners. Staff training topics include trauma-informed approaches, epilepsy, first aid, anaphylactic shock, special yoga and dysphagia. In addition, teachers and support staff gain teacher training accreditation. Teaching staff are encouraged to be reflective. They have the autonomy to be creative and design lessons that they consider are best for their learners. This approach is supported by effective quality assurance and performance management by leaders. Staff express great satisfaction and reward from their work at the college. 11 to 13 June 2025

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Teachers and therapeutic staff understand their learners very well, including their triggers and how their anxiety presents. Together, staff develop effective coping strategies, so that learners can concentrate for longer and complete progressively more challenging activities. Staff support learners effectively to make choices and decisions. Staff adapt lessons skilfully so that changes in learners’ needs and behaviours can be met effectively. For example, staff will take the lesson outdoors if needed to help the learners to stay focused.

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Teachers plan their lessons in a coherent and logical order. Learning support practitioners understand what to do, when and why. Staff gradually build on learners’ skills, based on their EHCP outcomes. They set meaningful targets with learners and repeat rules and expectations. Staff provide clear instructions to learners and celebrate success with plenty of useful reinforcement. Therefore, learners cope well, are keen to achieve and work effectively with others. In a minority of cases, staff will complete tasks for learners or respond to other learners on their behalf.

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Learners and staff use the interactive whiteboard effectively. Staff use the whiteboard to provide learners with more difficult tasks in functional skills lessons. However, leaders do not always ensure that resources are age-appropriate to reflect the adult world that learners live in. In a minority of cases, teachers make use of children’s toys and videos in lesson activities, with no age-appropriate options.

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Staff use assistive technology effectively, including communication devices, noise reducing earphones and low-tech systems. The occupational therapists support teachers to embed motor skills development when learning about personal hygiene, cleaning and cooking. The speech and language therapy staff help teachers to use visual prompts to aid communication and comprehension. This helps learners to participate successfully in lessons.

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Learners enjoy a variety of visits and work placements in the community, such as working in charity shops, food banks, cathedrals and museums. They arrive at placements ready to work and behave appropriately in a busy, noisy environment. They cope extremely well in these different environments working with customers. Most learners take pride in their work in college and on work placement. They are happy and proud when they do well. As a result, learners gradually build confidence, self-worth and resilience over time. However, a small number of learners do not show a good awareness of the importance of boundaries and personal space to prepare them for adulthood.

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Learners benefit from plenty of activities to help them to understand their lifestyle choices. They learn about healthy eating, brushing their teeth and choosing their clothes. As a result, learners are clean and well presented. They take part in well- being walks, horse riding and swimming to help them to be healthy and stay calm. They learn how to clean their room and what to do when they are feeling ill to help themselves and others. Leaders have not planned a curriculum that includes sufficient coverage of sex education and healthy relationships. Learners understand 11 to 13 June 2025

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that sexual behaviour is not appropriate in public, however they do not learn about sex in a healthy relationship.

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Staff ensure that the next steps for learners are progressive and fruitful. Staff liaise effectively with a range of stakeholders to achieve this. Leaders plan a varied curriculum that includes work experience and enterprise activities. Learners’ work in the charity shops is helpful and productive. They match shoes, hang clothes tidily and check that items are priced. The farm-to-fork curriculum teaches learners relevant and useful life skills, such as the importance of rules and the five freedoms of animal welfare. They understand about animal life cycles, animal rights, growing food and cooking food. Learner’s participation in these activities helps them to identify their skills and interests to support future plans and effective transition to adulthood.

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Leaders and governors have a good oversight of the quality of education, and work effectively with staff to improve their pedagogy. Leaders have improved their oversight of student performance through improved use of data sets and performance indicators. Governors support and challenge leaders effectively. They frequently review improvement plans and performance targets to drive improvement. They visit the college frequently to meet with staff, visit lessons and review the facilities to ensure their understanding is accurate.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Develop the use and choice of age-appropriate resources for learners in the classroom.  Provide a curriculum which includes sex education and information about healthy relationships to prepare learners for adulthood.  Develop learners’ awareness of appropriate conduct, including observing personal space and boundaries. 11 to 13 June 2025

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Provider details

Address Wisbech Road Thorney Peterborough PE6 0TD

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Website

www.kisimul.co.uk/service/calman- colaiste-college

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Website

Principal, CEO or equivalent Michael Hayden

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Website

Provider type Independent specialist college

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Website

Date of previous inspection 17 to 19 January 2023

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Website

Main subcontractors None 11 to 13 June 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

Penny Fawcus, lead inspector His Majesty’s Inspector Kay Hedges Ofsted Inspector Julie Gibson Ofsted Inspector 11 to 13 June 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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