Trinity Solutions Academy

Trinity Solutions Academy

Address: Condercum Road, Newcastle-upon-Tyne, Tyne and Wear, NE4 8XJ Unique reference number (URN): 142673

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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 established a highly inclusive culture, underpinned by expert trauma-informed practice and very high expectations of what all learners can achieve. Most learners are disadvantaged and face substantial barriers to learning and wellbeing, including special educational needs and/or disabilities (SEND), high needs and involvement with social care or youth justice. Learners feel safe and supported to achieve well.

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Inclusion Strong standard

Leaders and staff identify learners’ needs accurately through pre-entry interviews and ongoing review. They involve parents and appropriate professionals, including social care and youth justice teams, to establish learners’ starting points. Leaders and staff provide effective support and monitor its impact. They make timely adjustments when learners’ needs change. For example, tutors increase opportunities for independent working as learners prepare for employment.

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Inclusion Strong standard

Staff are well trained to identify and adjust the support they provide as learners' needs change. Leaders provide high-quality training in trauma-informed practice and identifying SEND. They share their sector-leading expertise across the region. Commissioners appreciate their support and the provision of high-quality education for young people, who might otherwise not be in education, employment or training.

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Inclusion Strong standard

The inclusive culture is reflected in calm learning environments, welcoming social spaces and supportive work experience, including at subcontractors. Learners develop confidence, independence and a strong sense of belonging.

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Leadership and governance Expected standard

Leaders and governors have an accurate understanding of the provision’s strengths and areas for development. The new leadership team takes effective action to address most weaknesses, for example, by introducing early progress checks, strengthening attendance strategies and expanding enrichment opportunities. Learners’ attendance, achievement and progression have improved rapidly and substantially as a result. Leaders and governors enact a clear and inclusive vision across the provision, including on subcontracted hairdressing and beauty courses. Governors provide effective challenge and support. They understand current staffing challenges, particularly in mathematics, where it has been difficult to appoint permanent staff. Governors continue to prioritise recruitment and maintain high expectations for appointing the right staff, while mitigating the impact on learners in the interim. Governors balance challenge with appropriate consideration of

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Leadership and governance Expected standard

Leaders and governors make decisions in learners’ best interests. New leaders have implemented a necessary plan to improve staff accountability and professionalism. They have introduced clearer standards and manage cultural change carefully, placing appropriate emphasis on staff wellbeing and professional conduct. Leaders are positive role models, promoting a culture of professionalism and accountability. Leaders have introduced clear expectations to improve standards. Leaders continue to manage the cultural change required carefully and treat staff fairly.

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Leadership and governance Expected standard

Leaders provide a well-planned programme of professional development. Training focuses appropriately on teaching strategies suited to the learner cohort, including trauma-informed practice and inclusive teaching practices.

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Achievement Expected standard

Most learners complete their programmes and achieve their qualifications, including in English and mathematics, where required. Learners with high needs and/or special educational needs and/or disabilities achieve in line with their peers. This achievement is particularly notable given that many learners have very low starting points, having previously experienced disrupted education, including persistent absence, exclusion, youth justice involvement, pupil referral units or home education.

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Achievement Expected standard

Learners make substantial progress in developing vocational knowledge and skills. The quality and accuracy of learners’ work is appropriate to their level, showing a clear grasp of key concepts. Workbooks show pride in presentation. In subcontracted hairdressing provision, learners complete practical work to an acceptable standard and use tutors’ feedback to improve.

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Needs attention

Most learners progress to further learning, training or employment, reflecting their aspirations and achievements. For example, learners move on to high-quality apprenticeships in hairdressing and construction.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculums and teaching. They design bespoke study programmes that reflect learners’ experiences, needs and aspirations well. Leaders ensure that programmes align with regional employment priorities, focusing on areas where employment opportunities exist.

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Curriculum and teaching Expected standard

Tutors plan curriculums carefully so that learners build knowledge and skills gradually and securely. For example, construction learners progress steadily from mixing mortar correctly to building increasingly complex brickwork. Curriculums are accessible to learners with special educational needs and/or disabilities (SEND) and those who face significant barriers to learning, including learners without level 2 English and/or mathematics. Tutors make sure learners have sufficient time for practise and consolidation so that they remember what they learn.

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Curriculum and teaching Expected standard

Tutors have strong vocational and subject expertise and are appropriately qualified. They use clear explanations and a range of effective teaching strategies to support learners who may have cognitive difficulties arising from trauma or SEND.

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Curriculum and teaching Expected standard

Tutors use assessment well to check learners’ understanding, consolidate learning and inform teaching. They provide helpful feedback, which learners use to improve their written and practical work. Leaders provide high-quality resources, including realistic working environments. Motor vehicle learners have real clients who bring their cars in for servicing and maintenance. Land-based learners increase their range of skills looking after different animals, such as alpacas, ponies, goats, pigs, geese and chickens.

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Curriculum and teaching Expected standard

Tutors generally prepare learners well for working and learning in their chosen industry. However, in subcontracted provision tutors do not fully embed some standard industry practices, for example, related to handling scissors.

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Participation and development Needs attention

Learners mostly benefit from well-planned work-related learning. Staff support learners effectively to develop professional behaviours and prepare for interviews. However, a few learners who would benefit from external work experience placements do not have access to them. While learners who do participate gain valuable workplace experience, develop employability skills and, in many cases, progress to employment, leaders have not yet secured places for all learners.

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Participation and development Needs attention

At the main site, tutors teach a well-planned programme of personal development that supports learners’ wider wellbeing, understanding of fundamental British values and awareness of how to stay safe and healthy. Leaders have rightly identified that personal development at the subcontractor is not yet of the same quality, and actions to address this are at an early stage.

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Participation and development Needs attention

Leaders provide learners, many of whom have special educational needs and/or disabilities and other barriers to learning, with a suitably tailored programme of careers education that helps them understand potential next steps, including further study, apprenticeships and employment. Leaders supplement this with access to careers fairs, National Apprenticeship Week events and engagement with employers. For example, a national housebuilder helps learners understand employer expectations and how to prepare for applications and interviews.

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Achievement Expected standard

Learners with high needs typically make the expected progress from their starting points and achieve in line with their peers. They develop vocational knowledge and skills well. For example, learners on motor vehicle courses learn to remove wheels safely and select appropriate tools. Learners’ work is completed to an appropriate standard.

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Achievement Expected standard

Learners develop useful life skills alongside their vocational learning. They become more independent through activities, such as travel training, and they develop positive relationships. Learners also improve their English and mathematical skills, including handwriting and numeracy, which supports their readiness for next steps.

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Achievement Expected standard

Most learners achieve their vocational qualifications. Tutors support those who do not achieve to move on to further training or other positive destinations. A high proportion of learners progress to destinations that reflect their aspirations and preparedness for future education, training or employment.

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Curriculum and teaching Expected standard

Leaders design individual curriculums taking close account of learners’ starting points, education, health and care plans and aspirations. They work effectively with parents, support workers and external agencies, including social care and youth justice teams, to plan programmes that meet learners’ individual needs and support their move towards independence. This prepares learners well for their next steps. Specialist staff produce detailed learner profiles that guide consistent support across all courses. Tutors and support staff plan the curriculum carefully. Tutors adapt teaching effectively by presenting information in manageable steps and planning activities that help learners to remember information over time. Staff conduct frequent progress reviews to help them make adaptations to teaching and support when learners’ needs change. For example, they plan more individual activities as learners move closer to employment, so that learners are

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Curriculum and teaching Expected standard

prepared for professional responsibilities at work. Support staff work closely with tutors to maintain learners’ focus and positive behaviour.

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Curriculum and teaching Expected standard

Tutors have strong vocational and subject expertise. They use demonstrations effectively and teach learners to use technical language accurately across vocational areas. Tutors conduct frequent checks on learning to confirm learners’ understanding and adjust their teaching. Tutors and support staff have particular expertise in inclusive teaching, using effective strategies to mitigate the impact of any physical or cognitive challenges learners may have.

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Curriculum and teaching Expected standard

In English and mathematics, tutors plan well-structured activities that help learners recall prior learning and practise key skills. They sequence activities well to build learners’ knowledge and confidence before applying their skills in practical contexts.

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Participation and development Expected standard

Most learners attend well and are committed to learning. In many cases, learners’ attendance is far better than at their previous schools and colleges. Leaders set clear expectations for attendance and participation, which staff reinforce consistently. Learners behave well and contribute to calm, respectful learning environments. They understand and respect one another’s needs, including when peers need time out. Female learners in male dominated vocational areas, such as construction, feel respected and safe.

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Participation and development Expected standard

Staff plan effective activities to develop learners’ confidence, resilience and independence. Learners participate in sports activities through which they improve their teamwork skills and fitness. Many engage in community-based clubs, such as local cricket teams.

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Participation and development Expected standard

Personal development sessions cover helpful topics, such as budgeting, how to stay safe, healthy relationships and consent. Learners remember these well. A small number of learners are not yet fully confident in recognising how local risks, such as gangs or radicalisation, may be relevant to them.

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Participation and development Expected standard

Well-planned careers guidance supports learners to understand their potential next steps. Tutors provide helpful information about further education and employment routes and integrate effective work-related learning into vocational courses. Many learners gain valuable additional qualifications, such as Construction Skills Certification Scheme cards, that prepare them for vocational pathways.

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

Learners, including those on subcontracted courses at the salon, typically do well. Many arrive with very low confidence, few qualifications and multiple, complex challenges, including special educational needs and/or disabilities, high needs, experiences of living in care, contact with youth offending teams, disrupted education, persistent absence and limited formal education. Staff at the college rapidly reduce learners' barriers to learning.

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

Learners gain useful qualifications, develop vocational knowledge and skills, improve their confidence, and leave with clear routes to employment, further learning and independent living. Learners with high needs do as well as others. For many learners, this is the first time they have felt part of a welcoming and supportive community where they belong.

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

Learners thrive in calm, well-resourced learning and social environments, such as the on- site farm and cafeteria, well-equipped workshops, social hub and high-quality classrooms. They feel cared for and valued by staff and appreciate being treated as adults. Learners value opportunities to make choices within clear boundaries, including contributing to decisions about their learning.

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

Learners with high needs benefit from well-planned support and contribute positively to running the commercial on-site café. Learners enjoy playing sports, which helps develop their teamwork, confidence and wellbeing. Parents speak very positively about the care, structure and support their children receive. However, learners at the salon currently have fewer personal development opportunities than those at the main site.

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

Staff have high expectations of, and a positive rapport, with learners. As a result, learners are motivated to re-engage with education and make realistically ambitious plans for their futures.

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

Learners enjoy their courses. They benefit from personal development activities and work- related learning that broaden their interests and support independence. A small number of learners do not yet benefit from external work experience that would further support their preparation for employment.

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Next steps

• Leaders should continue to stabilise staffing and further strengthen staff accountability to sustain a culture of continuous improvement. • Leaders should further strengthen the teaching of an industry-standard curriculum in the subcontracted hairdressing and beauty salon and ensure that learners who study there benefit from the same wider curriculum as those at the main site. • Leaders should ensure that, where appropriate, learners participate in external work experience. • Leaders should ensure that learners with high needs further develop their understanding of how local safeguarding risks may apply to them.

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Team inspectors:

Joanne Stork, His Majesty's Inspector Karen Anderson, His Majesty's Inspector Sarah Lonsdale, His Majesty's Inspector

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Facts and figures used on inspection

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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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 learners, leaders, governors, trustees, staff, employers and the local authority during the inspection.

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About this inspection

Trinity Solutions Academy provides vocational study programmes for students aged 16 to 19 in Newcastle and the surrounding area. It is part of a multi-academy trust, and shares a site in Newcastle upon Tyne with Trinity Academy Newcastle and Trinity Post-Solutions Limited. Its aim is to enable vulnerable and disadvantaged students, who have significant barriers to learning, to re-engage with education and enter employment. The campus has specialist vocational learning environments, including motor vehicle and construction workshops. At the time of the inspection, the 2 largest courses were in construction with 24 students and motor vehicle maintenance with 17 students. There were 85 students in learning, of whom 12 had high needs. Almost half had special educational needs and/or disabilities. The academy works with one subcontractor, ALD Hair, Beauty and Barbering Academy, who provide vocational hairdressing and beauty training in a salon environment.

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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

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

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