Camphill Wakefield (Pennine Camphill Community Ltd)

Community Ltd)

Address: Wood Lane, Chapelthorpe, Wakefield, West Yorkshire, WF4 3JL Unique reference number (URN): 131958

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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 and staff quickly identify learners’ needs through extensive engagement with relevant stakeholders. They use information from previous education providers, education, health and care plans, therapists and from baseline assessments to identify any barriers to learning. Leaders and staff quickly put appropriate support in place to enable learners to make the progress they are capable of, such as one-to-one learning support.

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Inclusion Strong standard

Leaders provide high-quality training for all staff and they use data well to monitor learners' progress carefully. Multi-disciplinary staff work collaboratively to plan and review the support they provide, ensuring they remain responsive to learners' needs. Where changes to learners' needs emerge, leaders respond quickly to increase or taper support mechanisms ensuring they remain ambitious for learners. For example, to support learners to increase their independence, staff reduce adult support during social times.

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Inclusion Strong standard

Leaders have secured the use of appropriate alternative settings. They have a well- established range of work placement opportunities that meet the needs and interests of their learners. This includes retail, administration, animal care and catering. Leaders also provide access to a range of therapists, including speech and language, occupational, and dance and drama therapists, where learners can work to develop their skills such as communication and interaction.

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Leadership and governance Expected standard

Leaders and trustees have a clear vision for their learners. Their newly implemented curriculum offer provides a variety of pathways aligned to the needs and aspirations of learners and their education, health and care plans. Leaders and trustees understand well their strengths and areas for improvement. They carry out a range of quality assurance activities and use this information to identify improvement priorities, leading to successful outcomes for learners.

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Leadership and governance Expected standard

Leaders and trustees consistently demonstrate their values based on a student-centred approach. They have made significant investment in the college to ensure learners with high needs have high-quality resources and facilities. Learners benefit from a range of spaces, including 'nurture', 'sensory' and 'quiet' spaces, which provide safe and secure environments for learners to self-regulate when they become overwhelmed.

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Leadership and governance Expected standard

Leaders are very considerate of the workload and wellbeing of staff. They regularly check on staff, including at meetings and through informal discussions. Leaders provide a range of benefits for all staff, such as paid wellness days annually, where staff participate in an activity of their choosing that supports their mental health. Staff feel valued and motivated and are proud to work at the college.

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Leadership and governance Expected standard

Leaders provide a range of training to enhance the knowledge of their staff and to respond to the needs of learners. This includes emotional based school avoidance, pathological demand avoidance and specialist training to develop their knowledge on trauma informed practice and attachment. However, leaders recognise that teachers would benefit from further training on the craft of teaching.

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Participation and development Strong standard

Dedicated staff provide learners with tailored careers guidance in line with their aspirations and education, health and care plan outcomes. Staff organise informative careers events where local businesses attend the college to talk to learners about a range of careers. Staff frequently monitor and review learners' aspirations to ensure work placements are aligned closely to their goals. Learners have valuable experiences in their chosen sector to establish the skills and attributes needed to be successful.

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Participation and development Strong standard

Leaders provide a broad range of rich opportunities to enable learners to develop confidence, independence and resilience. Learners select from an extensive enrichment and enterprise programme where they participate in activities such as health and fitness, drama and art. Learners appreciate the opportunities they have to meet with and learn from others, gain new knowledge and skills, and maintain their physical and mental health. Learners demonstrate strong personal and social responsibility by contributing towards their community through volunteering and social action projects.

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Participation and development Strong standard

Leaders foster an inclusive culture where learner voice is valued. Leaders use the student council effectively to capture feedback from learners and use this to make informed

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Expected standard

changes. Leaders set high expectations for the behaviours of learners, which learners consistently meet. Staff deal with any inappropriate behaviour consistently and promptly.

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Achievement Expected standard

Learners make significant progress from their starting points, and in a few cases they exceed expectations. They develop the skills and behaviours they need to function successfully in adult life. For example, learners learn to access the community safely and live independently, and a high proportion gain employment. Learners develop the English, mathematics and digital skills they need to improve their independence in everyday life. A high proportion of learners achieve qualifications in personal and social development.

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Achievement Expected standard

Learners produce work of an expected standard. Those who undertake qualifications in the Duke of Edinburgh's Award, food hygiene and first aid achieve them, equipping learners with skills and attributes preparing them well for life after college.

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Achievement Expected standard

Leaders carefully monitor the destinations of learners. In 2024/25 most learners progressed to appropriate destinations, with an increase in learners progressing to paid and voluntary work, supported internships and further learning.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the provision and take effective action to make improvements. For example, staff introduced digital skills, identifying this as a priority area for learners. Leaders provide appropriate curriculums to enable learners to develop the skills and behaviours they need to function successfully in society.

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Curriculum and teaching Expected standard

Staff are well qualified and experienced in working with learners with high needs. They plan the curriculums in a logical order to help learners progressively develop their knowledge and skills. Teachers use effective teaching strategies to help learners learn. They break information down into small chunks and use adaptive teaching methods where needed. In English, staff use role play well to help learners contextualise information to help them process and understand content more easily.

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Curriculum and teaching Expected standard

Teachers use a range of assessment methods effectively to check learners’ understanding. They provide useful feedback to learners to help them improve. For example, where learners use incorrect spellings, teachers highlight this and support them to make corrections. In most instances, learning support assistants provide effective support. However, in a very few instances they do not allow learners sufficient time to process information to answer questions independently.

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Curriculum and teaching Expected standard

Staff identify accurately what learners can do at the start of the course. They use this information to plan individual learning in line with targets in learners' education, health and care plans. Teachers use learners’ interests well to engage them in lessons. However, in a very few instances, staff encourage learners’ interests that are not age-appropriate and hold them back from becoming adults.

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

Leaders have established a highly inclusive culture. Through effective support, learners with high needs can access their curriculum, participate in sessions and thrive in the friendly, welcoming environment. In health and fitness, learners with sensory needs benefit from tactile stimulus through soft dice, while more visual learners benefit from demonstrations and use of Makaton. Staff provide effective communication aids to learners who are non- verbal to enable them to participate in lessons, communicate with friends and make choices.

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

Learners develop the skills and behaviours they need to progress successfully to adulthood. They learn to access the community safely and to cook basic meals or prepare snacks. Learners develop their social interaction skills and learn to speak to unfamiliar people. They develop the English, mathematics and digital skills they need to function successfully in everyday life, such as using money at the shops.

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

Learners benefit from respectful and safe learning environments where their wellbeing is prioritised by staff. They receive effective support from dedicated staff to help them regulate their emotions. Learners use fidget toys, have time out of lessons to complete physical exercise and use desks with moveable heights to allow them to stand in lessons. Learners are able to recognise their own anxiety and ask to leave lessons, where necessary.

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

Learners complete carefully planned and meaningful external work placements that are in line with their interests and long-term career goals. Where appropriate, learners complete internal work placements in the college café and shops to develop confidence, and improve their communication and social interaction skills. Learners understand the importance of adhering to British values. They show respect to staff and peers and follow the rules and regulations at college. Selected learners participate in the student council and make decisions such as how to spend money that has been raised.

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Next steps

Leaders should provide further professional development for teaching staff focused on pedagogy and the craft of teaching. Leaders should ensure consistent use of age-appropriate resources and activities. Leaders should ensure consistent use of high-quality support where staff allow learners sufficient time to process and respond to questions and complete their work independently.

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Team inspectors:

Jacquie Brown, His Majesty's Inspector Sarah Simpkins, Ofsted 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 trustees, senior leaders, advanced practitioners, teachers, learning support assistants, pastoral and welfare officers, careers advisers, employers, learners and parents during the inspection.

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About this inspection

Inspectors confirmed the following information about the provider:

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About this inspection

Camphill Wakefield is an independent specialist college in Wakefield that provides further education and training for learners with high needs aged between 16 and 25. All learners have an education, health and care plan and attend from 8 neighbouring local authorities. All learners attend the college as day learners. Learners are enrolled on one of 3 pathways designed to prepare them for adulthood, called ‘communication’, ‘independence’ and ‘employability’. Almost all learners are working towards qualifications in English and/or mathematics ranging from entry level to level 1. At the time of the inspection there were 63 learners, 36 of whom were 16 to 18 years old.

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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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

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 .

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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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