Glasshouse College

Glasshouse College

Address: Wollaston Road, DY8 4HF Unique reference number (URN): 132004

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Leaders have ensured that inclusion is at the heart of the college's mission. They promote an inclusive culture that consistently enhances students’ lives including for those who are known to social care and who face considerable disadvantage, such as financial inequalities. Tutors skilfully support students to develop practical and vocational skills through craft workshops, including weaving and ironwork, which might otherwise be out of reach.

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Inclusion Strong standard

Leaders swiftly and expertly identify barriers to learning and consult with previous educational settings, families, and other stakeholders before students start at the college. Staff use education, health and care plans effectively to assess the level of support required. Managers collaborate closely with other professionals, such as therapists, counsellors and medical staff, to ensure that the support students receive makes a significant difference.

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Inclusion Strong standard

Staff systematically use a graduated approach to providing additional support and closely monitor students’ progress. They frequently assess the quality and impact of teaching and training. Staff sensitively reduce or increase support quickly to meet students’ changing needs.

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Inclusion Strong standard

Leaders actively ensure that the environments where students learn and work are accessible. They train staff well to be fully aware of students' diverse needs to support them to become as independent as possible.

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Leadership and governance Expected standard

Leaders and governors are ambitious for all students. They set high expectations and have developed curriculums to equip students with the practical skills they need to become independent and active citizens in their communities. Leaders are clear about the college's inclusive vision and strategic aims and have a well-informed understanding of the college's strengths and areas for development. Governors offer strategic direction and hold leaders to account for providing high-quality teaching, training and support. They receive regular updates and have sound oversight of students' progress. Governors provide rigorous challenge and guidance on the actions that leaders take. They have recently recognised that, although internal work experience is successful, leaders now need to expand their links with external employers to enable more students to find work when they leave college.

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Leadership and governance Expected standard

Leaders plan a comprehensive programme of staff development that starts with ensuring staff have a deep understanding of practical and creative education. Leaders actively encourage staff at all levels to upskill and stay up to date in their specific craft areas. Leaders encourage staff to contribute to developing the curriculum and to undertake research projects to help them enhance students' experience. Staff feel valued and very much part of the college community.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and monitor workloads well. Managers are supportive and encourage colleagues to take time out from their work when they face challenging situations. All have access to employer benefit schemes, which provide medical support and counselling. Leaders hold regular celebrations to recognise students' and staff members' achievements.

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Achievement Expected standard

Most students develop a range of new knowledge, skills and behaviours. They have targets that are challenging and link well to their education, health and care plan outcomes. Staff meet regularly with students to review their progress.

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Achievement Expected standard

Most students produce work of an expected standard. For example, students studying glassblowing develop a proficient level of skill that enables them to make high-quality products. Students also achieve external vocational qualifications. They develop their confidence and communication skills, and start to prepare for their next steps.

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Achievement Expected standard

Tutors typically develop students' English and mathematics skills well. They extend students’ technical vocabulary, which helps students improve their spoken English. However, tutors do not routinely provide opportunities for students to develop their digital skills. Over the last 3 years, most students have moved to social care environments and activities. A minority of students progress into employment or volunteering, or continue in education.

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Curriculum and teaching Expected standard

Leaders have designed a range of courses to meet the needs and interests of students. They use a therapeutic approach that incorporates local heritage craft skills alongside other vocational subjects. Leaders work closely with local authorities and other agencies to ensure that curriculums meet students' needs to enable them to work towards their next steps.

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Curriculum and teaching Expected standard

Staff have effective processes in place to identify accurately what students know and can do at the start of their programmes. They identify students' vocational skills, English and mathematics skills and personal and social development needs. They use this information to plan and teach an ambitious curriculum. Tutors design individualised learning programmes that sequentially build on students’ abilities and enable students to work towards their education, health and care plan outcomes.

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Curriculum and teaching Expected standard

In most instances, qualified and experienced tutors teach the curriculum well. They use a range of activities and resources that help students to learn. These include working on projects, practical activities and worksheets. In a few instances, written resources are not of high quality or tailored to individual students' needs.

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Curriculum and teaching Expected standard

Tutors, in most cases, give feedback which is motivating and informs students about what they have done well and could do better. However, in a few instances, feedback does not tell students clearly enough how they can improve their work.

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Curriculum and teaching Expected standard

Students receive an appropriate level of support that is based on their individual needs. Learning assistants provide effective support to help students with their learning, such as giving them helpful prompts and reminders.

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Participation and development Expected standard

Staff provide students with useful careers education advice and guidance. They discuss students’ future aspirations and current skills and behaviours. Staff typically match these with relevant work placements and work-related learning. Students understand the opportunities that are available to them once they complete their studies.

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Participation and development Expected standard

Most students undertake additional qualifications to support their preparation for work. For example, in forestry they undertake qualifications in using equipment proficiently, such as chain saws, leaf blowers and mowers.

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Participation and development Expected standard

Most students take part in meaningful work experience or work-related learning. Through these experiences, students improve their confidence, resilience and communication skills.

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Participation and development Expected standard

Leaders ensure that students work in safe and respectful environments. Students demonstrate positive behaviours and attitudes in lessons. They arrive on time and are quick to get on task. The support that students receive from staff helps them to remain calm and focused, and to participate in activities. Leaders have not planned sufficiently well the health and wellbeing curriculum to ensure that students regularly revisit important topics. Consequently, a small minority of students cannot confidently recall learning about healthy sexual relationships, grooming, radicalisation and extremism.

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What it's like to be a learner and/or an apprentice at this provider

Students enjoy their time at college. They speak highly about their experience and the new skills that they learn. They value the opportunity to try out new skills, such as glassblowing, farming, catering and working on a narrowboat.

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What it's like to be a learner and/or an apprentice at this provider

Students feel a sense of belonging. They enthusiastically take part in student council meetings and celebration events. Students learn about democracy and make decisions that affect their courses and the learning environment. They proudly participate in community projects and have designed and built a new outdoor area based on nature. They have influenced the development of quieter spaces for mindfulness and relaxation.

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What it's like to be a learner and/or an apprentice at this provider

Students who have education, health and care plans thrive and consistently achieve their targets and planned outcomes. Students also achieve preparation for work and life qualifications, including food safety and hygiene certificates.

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What it's like to be a learner and/or an apprentice at this provider

Staff sensitively support students who are anxious and have previously faced significant barriers to their education. Students participate in a wide range of activities such as residential trips, education visits and listening to guest speakers which enhance their learning and help them prepare for adulthood and their next steps.

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What it's like to be a learner and/or an apprentice at this provider

Students benefit from many types of support, including occupational, speech and language therapies. They also work with job coaches to help them understand the world of work and take part in work experiences including working in the college shop, visitors centre and with local employers who focus on heritage crafts.

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What it's like to be a learner and/or an apprentice at this provider

Students are positive and motivated, and show respect for each other. They are proud of the products that they make, including glass ornaments and jewellery. Students confidently explain the new knowledge and skills they are developing, including using new tools and working with others. Students appreciate the caring and nurturing support that they receive from staff and how this has helped them to build resilience and manage their own behaviours.

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Team inspectors:

Rachel Clark, His Majesty's Inspector Joanna Walters, His Majesty's Inspector

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Next steps

• Leaders should further develop work experience opportunities to ensure they are ambitious and, where relevant, help students to develop their confidence and independence to secure employment. • Leaders should ensure that the personal development curriculum is carefully planned to revisit important topics, so that students can confidently recall what they learn. • Leaders should ensure that they provide opportunities for students to develop digital skills that they can use in the workplace and their personal lives.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with leaders, managers, staff and students during the inspection.

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About this inspection

Glasshouse College is an independent specialist college for young people aged 16 to 25 with complex needs, including autism spectrum conditions. The main college is situated in a heritage glassmaking site in Stourbridge. The second site, Argent College, is situated in the Jewellery Quarter, Birmingham. The college owns and operates a nearby farm and woodland centre to provide outdoor education.

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About this inspection

Students study on programmes that use practical activities and therapies, including traditional glassmaking, land-based and traditional craft activities, woodland management, catering, drama and music. Students also study English, mathematics and personal development.

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About this inspection

The college currently has 93 students who all have education, health and care plans and come from a wide geographical area.

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About this inspection

Principal: Alex Griffin The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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