Communication Specialist College Doncaster

Inspection report for further education college with residential accommodation: Communication Specialist College Doncaster Communication Specialist College Doncaster Communication Specialist College Doncaster, Leger Way, Doncaster, South Yorkshire DN2 6AY Inspection of residential provision Inspected under the social care common inspection framework

p.1

residential accommodation

Communication Specialist College is an independent specialist college, which is part of the Doncaster Deaf Trust, a registered charity located in central Doncaster. At the time of the inspection, there were 161 students enrolled on individualised programmes, all of whom had an education, health and care plan.

p.1

residential accommodation

Students follow one of three pathways. There were 31 students on a communication and well-being pathway, 45 on an independence pathway and 85 on an employability pathway. There were fewer than five students on a supported internship course with two different employers. Over half of the students were working towards a range of qualifications from entry level to level 3 in their chosen subjects, and 10 students were residential at the college, four of whom were under the age of 18.

p.1

residential accommodation

The residential manager has worked at the college for 15 years in various roles. He took up the post of residential manager in April 2021. The principal of the college has been in post since May 2024. The inspectors only inspected the social care provision at this school.

p.1

good

How well young people are helped and protected requires improvement to be good

p.1

good

The effectiveness of leaders and managers good Inspection report for further education college with residential accommodation: Communication Specialist College Doncaster The college provides effective services that meet the requirements for good.

p.1

good

Overall judgement at last inspection: outstanding Inspection report for further education college with residential accommodation: Communication Specialist College Doncaster

p.2

Overall experiences and progress of young people: good

Students in residence develop a real sense of belonging and acceptance. This is due to the efforts made by all staff to maintain the community ethos that forms an important part of life in college. Therefore, students make meaningful friendships with other students and substantial relationships with staff. In doing so, students in residence embrace life at college and feel safe in the college environment.

p.3

Overall experiences and progress of young people: good

The relationships between staff and students in residence are personable and caring. Staff take a keen interest in the student’s lives so that they are best placed to support students to navigate their way through adolescence. In doing so, students are able to express themselves and feel proud about their identity. Cumulatively, this has created a tolerant and nurturing environment in residence.

p.3

Overall experiences and progress of young people: good

Staff feel empowered by leaders to apply their expertise in how life in residence should be coordinated for students. Therefore, the application of the 24-hour curriculum in residence is naturally applied in most instances. This ensures that students feel that they have time to relax and unwind following their studies. In doing so, this better supports the student’s capacity to support their emotional and social needs in addition to supporting their understanding of significant world events.

p.3

Overall experiences and progress of young people: good

There is a total communication approach throughout residence that supports all students and staff. Therefore, students and staff are well supported to continually develop their communication skills in a supportive environment. This was particularly noticeable for students who had recently moved into the country. Fundamentally, staff better understand the student’s needs. As a result, in most instances, the students emotional and practical needs are quickly and effectively responded to.

p.3

Overall experiences and progress of young people: good

There is a meaningful whole-college approach around eliciting the student’s views, which is inclusive and sincerely driven. Various platforms are used to achieve this, such as effective use of technology, accessible questionnaires, and through skilled direct communication with students. For students in residence, an example of this is staff responding to student’s wishes around personalising their bedrooms and quickly acting on issues associated with their accommodation.

p.3

Overall experiences and progress of young people: good

Direct communication between staff and the student’s loved ones is good. Furthermore, leaders have introduced a family sign mentor to further support communication and relationships between the college, students and the student’s families. The aim is to enhance the relationship between students and their loved ones by providing families with more help to have a better insight into their loved one’s life and progress in college. Inspection report for further education college with residential accommodation: Communication Specialist College Doncaster Enrichment activities for students are frequent, varied and fun. Moreover, students are supported to access community sports clubs, such as football and cricket. These opportunities develop student’s confidence and belonging.

p.3

Overall experiences and progress of young people: good

Staff are skilled at nurturing the student’s abilities to each lead an independent lifestyle. For example, students learn how to shop, cook and do their laundry. One student communicated that they now feel more able to personally manage their medication. Again, there is good communication with student’s families to inform them of the progress that their loved ones are making.

p.4

to be good

Although safeguarding practices are generally good, for one student, evident concerns were not acted on. Worryingly, staff who have input into the student’s welfare were not curious enough to fully explore or validate what the student was communicating to staff. Consequently, internal processes to better protect the student outside of the college environment were not instigated. These were significant oversights in this student’s care, hence the judgement in this area. Reassuringly, leaders took decisive and immediate action to better protect the student, in addition to instigating an internal investigation.

p.4

to be good

In one instance, a student’s written records, including risk assessments, are not consistently written with due care and awareness of this student’s needs or behaviour. Terms used to describe this student’s behaviour were misplaced and stigmatising. Reassuringly, leaders recognised this and took immediate steps to address this oversight.

p.4

to be good

The rights of the deaf community are championed in and out of college, for example collaboration with the Crown Prosecution Service to promote more awareness of hate crimes being made against the deaf community. Therefore, the college is influencing wider public awareness to better support victims of hate crime and for victims to be in a stronger position to seek justice.

p.4

to be good

Students have a seamless support network in college. This includes effectively using specialised professionals, such as therapists. Therefore, student’s emotional needs are better understood and responded to. One student communicated that there is always an adult to support them, particularly during the night when they are more likely to feel worried.

p.4

to be good

Leaders have implemented their findings from their accessibility and inclusion plan linked to the residential accommodation. Adaptations to the environment mean that it is now accessible for a broader range of students who have additional needs. Doorways have been widened for wheelchair users and there is a ramp to better enable access to the building. Additionally, for visually impaired students, the college has purchased new equipment to promote their independence in the kitchen. Inspection report for further education college with residential accommodation: Communication Specialist College Doncaster Leaders are unwavering in their high expectations of staff and their conduct. When concerns around staff practice become known, leaders swiftly act and, when required, work collaboratively with the local authority designated officer.

p.4

The effectiveness of leaders and managers: good

Leaders have implemented a clear strategic plan. This focuses on maintaining an inclusive and supportive environment for all students. Crucially, students and staff are engaged in this work and are frequently consulted. Notably, there is a real focus on ensuring that deaf history is preserved and their rights are understood and upheld. Furthermore, the opening of the deaf education centre in college supports increased deaf student engagement.

p.5

The effectiveness of leaders and managers: good

Staff speak positively about leaders and managers, describing them as visible, supportive and organised. When pertinent information is shared from leaders, for example in newsletters, staff in residence quickly heed this and apply it in practice. This shows that staff are adept at responding to communication systems in college.

p.5

The effectiveness of leaders and managers: good

Staff say that their training equips them with the necessary skills to effectively perform their respective roles. One member of staff shared that the trust had funded an archery course for them. This is an example of innovatively investing in staff so students can enjoy a broader range of opportunities.

p.5

The effectiveness of leaders and managers: good

The college’s website is informative and easy to navigate for students and their loved ones. In particular, the residential reviews and principal’s updates give a tangible insight into life in residence. Notably, some of the students’ parents have thanked the college for providing frequent and up-to-date information.

p.5

The effectiveness of leaders and managers: good

The principal has implemented internal arrangements to promote efficient running of the college, including residence. Challenges to acquire independent interpreters are mitigated due to the level of organisation and planning. This level of diligence promotes accountability and collaborative working practices across the college.

p.5

The effectiveness of leaders and managers: good

The influence from governors on life in residence is not clear. This is despite frequent governor meetings and the residential manager submitting a report to the board of governors. This decreases the opportunity for objective scrutiny and challenge concerning the students’ experience of life in residence. Inspection report for further education college with residential accommodation: Communication Specialist College Doncaster

p.5

education residential accommodation

The college does not meet the following national minimum standard for further education residential accommodation:

p.6

education residential accommodation

 There is an effective working relationship between the college and local services, including local authority children’s or adult services and the police, especially whenever suspicion or allegations of abuse have occurred. (Further education colleges with residential provision: national minimum standards, page 12, paragraph 11.3)

p.6

Points for improvement

 The college’s governing body and/or proprietor takes responsibility for monitoring the effectiveness of the leadership, management and delivery of the residential and welfare provision, and takes appropriate action where necessary. (Further education colleges with residential provision: national minimum standards, page 13, paragraph 13.1)  The records specified in Appendix 2 are maintained and monitored by the college and action taken as appropriate. In particular, ensuring that language used to describe a student’s perceived behaviour is not stigmatising. (Further education colleges with residential provision: national minimum standards, page 14, paragraph 13.8)

p.6

Information about this inspection

Inspectors have looked closely at the experiences and progress of young people, using the social care common inspection framework. This inspection was carried out under the Children Act 1989 to assess the effectiveness of the service, how it meets the core functions of the service as set out in legislation, and to consider how well it complies with the national minimum standards. Inspection report for further education college with residential accommodation: Communication Specialist College Doncaster

p.6

accommodation details

Social care unique reference number: SC008016 Principal/CEO: Tracey Jamison

p.7

Inspectors

Steve Guirey, Social Care Inspector Claire Webster, Social Care Inspector Gemma McDonnell, Social Care Inspector Inspection report for further education college with residential accommodation: Communication Specialist College Doncaster 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 looked-after children, safeguarding and child protection.

p.7

Inspectors

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspectors

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspectors

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8