Future Finders Employability College

Further education and skills inspection report

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Inspection of Future Finders Employability College

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding 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

Future Finders Employability College (Future Finders) is a small independent specialist college in Oldham, Greater Manchester. It recruits students from in and around Oldham. Future Finders provides education and support for students who have special educational needs and/or disabilities, such as autism, physical disabilities and social, emotional and mental health needs. The college is a member of the New Bridge Group. At the time of the inspection, 19 students aged between 19 and 25 years attended the college.

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Information about this provider

All students follow a supported internship. They study a level 1 employability skills course and functional skills in English and mathematics as part of their supported internship. All students have an education, health and care plan (EHC plan). 10 to 12 June 2025

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

Students benefit from the extremely positive and respectful culture that staff have created. Learning environments, including work placements, are highly purposeful, welcoming and calm. Staff, including senior leaders, know their students exceptionally well. Students feel that they are heard and respected as adults. They show respect and tolerance consistently to everyone they meet.

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

Students learn how to behave professionally and become work-ready quickly. Their attendance is high at college and their work placements, and they are punctual at both. Students understand that these skills are important for future employment.

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

Students participate in a wide range of enrichment activities, including cinema visits and sports competitions. They speak enthusiastically about the film they made at film club and the walking and camping they completed during their Duke of Edinburgh’s Award scheme. Students value these opportunities and are proud of their achievements.

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

Students learn to keep themselves mentally and physically healthy through curriculum activities such as cooking and regular gym and exercise sessions. They understand how to keep themselves safe in their communities, including online. Teachers help students prepare for adulthood and independence. They teach them life skills, such as understanding tenancy agreements and healthy relationships. Many students learn to travel independently to their work placements, which supports their independence in their social lives.

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

Students organise many activities themselves democratically through the ‘student parliament’. Activities include a culture day, fundraising events, skills competitions and volunteering roles. Students develop leadership skills and learn the importance of taking responsibility. For example, they ensure that there is sufficient content for the college’s ‘Press Gang’ magazine to make it interesting for their readers.

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better?

Leaders and managers have designed ambitious and purposeful supported internships that prepare students effectively for employment and future careers. The curriculum includes the development of both specific sector skills and useful life and work skills such as communication, teamwork and decision-making.

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better?

Leaders work hard to provide high-quality placements such as adult care, childcare, working in schools or gardening. These placements are aligned with students’ aspirations and meet local and regional skills needs. They work closely with independent advisers who understand employment opportunities in the area. Advisers also provide impartial careers education, information, advice and guidance to students and support students’ effective transition to their next steps.

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better?

Leaders use high-needs funding effectively. They ensure that buildings are 10 to 12 June 2025

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accessible to all. Leaders provide specialist therapies and assistive technology to support students in their learning and with their quality of life.

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Teachers and job coaches use information about what students already know and can do effectively to plan and tailor learning to meet students’ specific needs. They plan the supported internship in a sensible order and ensure that students are on the most appropriate work placement for them to succeed. Teachers and job coaches work effectively together. For example, they link gaps in students’ mathematical skills to the skills needed for employment such as being able to identify different formats of dates and linking these to stock control.

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Teachers and job coaches use innovative methods to reinforce learning across the curriculum. These focus particularly on the development of students’ literacy and reading skills such as the ‘word of the week’ and ‘blind date with a book’. These initiatives help students develop accuracy and fluency when reading, including when interpreting examination questions. Students improve their oracy and writing skills across all aspects of their supported internship.

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Teachers and job coaches provide helpful oral and written feedback to students. For students with low self-belief, positive feedback boosts their confidence, helping them recognise they can successfully gain employment and have fulfilling lives.

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Most teachers and job coaches frequently monitor the progress that students make against their academic and vocational targets. In most cases, students know what they need to do to develop the necessary skills to achieve their qualifications and competency in their job roles. However, in a few instances, staff do not use the detailed information from the half-termly progress reviews to build on students’ knowledge in the next half term.

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A few staff are not adept at establishing what students have already achieved from their EHC plan outcomes at the start of their supported internship. It is not always clear which of the EHC plan outcomes have been met at the previous educational setting and which have been met at the college. Consequently, a few students still face social barriers such as making friends at work.

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Most students achieve their English, mathematics and employability qualifications during their time at the college. They progress into paid work or voluntary job roles that are linked directly to the placements they secured at the college. The remaining students progress to further education courses at other local colleges.

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Teachers are suitably qualified and experienced for their roles. They receive a personalised programme of staff development and training, including specialist training in areas such as trauma-informed learning, mental health and autism. This helps them to develop the specialist teaching skills that students with high needs require.

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Leaders have an accurate understanding of the quality of their provision. They carry out appropriate quality assurance activities and implement actions for improvement 10 to 12 June 2025

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swiftly. They have acted on the recommendations from their full inspection and monitoring visit assiduously and made appropriate changes to improve the quality of education.

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Group directors have the necessary skills and experience to carry out their governance roles effectively. They understand the purpose of the provision, its benefits to students and the skills that students develop to become active citizens in their communities. Leaders benefit from directors’ oversight and the support that they provide in helping them to raise the quality of education.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that teachers and job coaches utilise the detailed information gathered at students’ half-termly reviews more effectively to inform their teaching.  Establish a clear demarcation between what students achieve, particularly towards their EHC plan outcomes, at the previous educational setting and what they need to achieve at the college. 10 to 12 June 2025

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Provider details

Address 77 Union Street Oldham Greater Manchester OL1 1JZ

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Provider details

Principal, CEO or equivalent Scott McKeown

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Provider details

Provider type Independent specialist college

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Provider details

Date of previous inspection 22 to 24 February 2023

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Provider details

Main subcontractors None 10 to 12 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

Suzanne Wainwright, lead inspector His Majesty’s Inspector Jane Young Ofsted Inspector Joanne Keatley Ofsted Inspector 10 to 12 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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