Millie College

Millie College Holton Lee, Holton Heath Dorset BH16 6JN

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monitoring inspection report:

During the monitoring inspection, inspectors focused on the following themes:

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monitoring inspection report:

 leadership and governance - specifically the progress leaders and managers have made in designing and delivering relevant learning programmes that are clearly defined and tailored to suit the individual needs of learners, and in identifying and supporting the needs of learners

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monitoring inspection report:

 inclusion - specifically the progress leaders have made in identifying the needs of individual learners putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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monitoring inspection report:

 curriculum, teaching and training - specifically the progress leaders and managers have made in ensuring that learners benefit from high-quality learning programmes that develop their independence, communication and skills, and help them to achieve their personal and/or work-related goals

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monitoring inspection report:

 safeguarding arrangements - specifically whether leaders and managers have ensured that effective safeguarding arrangements are in place Monitoring inspection report: Millie College 22 and 23 April 2026

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Leadership and governance

Significant progress : progress has been rapid and is already having considerable beneficial impact on learners. Leaders and those responsible for governance have a clear vision and strategy to support young people with special educational needs and/or disabilities (SEND) to develop their skills, communication and independence. Leaders design innovative, inclusive and ambitious curriculum pathways for learners and tailor these effectively for learners with a wide range of needs. Leaders have established a culture of high expectations at all levels of the college.

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Leadership and governance

Leaders recruit staff with the necessary experience and expertise to support learners, including those with the most complex needs. They integrate specialist provision, including a range of therapeutic interventions and support, seamlessly into the curriculum. Staff work collaboratively in the best interests of learners. They share strategies to enable learners to make the most of the rich experiences made available within the curriculum.

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Leadership and governance

Leaders and those responsible for governance have an accurate and detailed understanding of the strengths and weaknesses of their provision. Leaders produce useful and comprehensive reports that are scrutinised very effectively by those responsible for governance. They take decisive action leading to rapid improvements. For example, they provided effective staff training on increasing learners’ independence and reducing support over time.

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Inclusion

Significant progress : progress has been rapid and is already having considerable beneficial impact on learners. Leaders have effective and thorough procedures in place to identify learners’ needs. Staff work closely with local authorities, external agencies, parents and carers to gather information about learners’ needs and frequently review information to respond to emerging changes to needs. They conduct comprehensive assessments prior to and at the start of the course to gather a clear view of learners’ individual strengths and their barriers to learning. They reduce these barriers by providing specialist support and interventions, and by teaching curriculums adapted to individual needs. Leaders provide the specialist equipment that learners need to participate fully in their education, including mobility equipment and communication devices.

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Inclusion

Leaders train staff on how to amend support for learners with SEND over time, with the aim to reduce support and increase independence wherever possible. The support staff understand the importance of enabling learners to complete tasks for themselves and provide appropriate levels of challenge and support. Leaders carefully monitor the progress of all learners. They swiftly identify if learners are not making the progress expected of them and identify any changes to strategies or support needed. Monitoring inspection report: Millie College 22 and 23 April 2026

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Leaders provide learners with additional opportunities for studying at higher levels in partnership with a local college and provide flexible programmes, including one-to-one online tuition, when required.

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Curriculum, teaching and training

Significant progress : progress has been rapid and is already having considerable beneficial impact on learners. Leaders have developed enterprise activities linking horticulture, catering and creative crafts that build cumulatively towards whole-college events and the production of materials for retail. Tutors skilfully link other aspects of the curriculum, such as English, mathematics and personal development activities, to these themes. Leaders support learners’ increased independence through well-planned and incremental work-related learning. This includes internal experiences in the college café, supported placements in the college-owned shop and work placements with employers in conservation and customer-facing roles.

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Curriculum, teaching and training

Tutors use a range of strategies effectively, such as repetition and recall, to teach useful content to learners, using appropriate vocabulary to support learners’ understanding. Staff receive suitable training on the range of communication methods that learners use, including symbols and visual aids, signing and technical software on tablets. Staff supporting learners are mostly confident in using methods that enable and encourage learners to increase their communication.

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Curriculum, teaching and training

Tutors set learners appropriately challenging targets linked to their education health and care plans and their detailed assessments at the start of the course. Staff integrate opportunities for learners to make progress towards targets within lessons. Tutors monitor learners’ progress and update targets at least termly to ensure they remain relevant and ambitious.

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Safeguarding arrangements

Significant progress : progress has been rapid and is already having considerable beneficial impact on learners.

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Safeguarding arrangements

Leaders have established clear and effective safeguarding arrangements. Designated safeguarding leaders are well qualified and experienced and receive appropriate training for their roles. When recruiting staff, leaders make thorough checks of records and assess staff suitability for their roles working with children and vulnerable adults, including those with multiple and complex needs.

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Safeguarding arrangements

Leaders have established clear routines and procedures for dealing with safeguarding concerns effectively. Staff teach learners how to raise and communicate any concerns to trusted adults. They know how to respond and record concerns. Leaders follow up any concerns with suitable and timely actions and involve external agencies appropriately. Monitoring inspection report: Millie College 22 and 23 April 2026

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Those responsible for governance maintain clear oversight of safeguarding arrangements and provide useful support and guidance.

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Leaders provide staff with the training they need to feel confident in their safeguarding knowledge, including their knowledge of the ‘Prevent’ duty. Staff are vigilant. They know what to be aware of and how to report concerns. Staff rightly place a high priority on keeping learners safe. They value the open, supportive culture from leaders who encourage reporting of any concerns.

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About this inspection

Ofsted carries out monitoring inspections to all new independent specialist colleges that are newly funded by the Department for Education.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

At the time of the inspection, there were 60 learners at the college, all with high needs. Learners follow one of three pathways. Learners with profound and multiple learning difficulties follow a sensory curriculum. Learners with a range of needs including moderate learning difficulties, autism and social, emotional and mental health difficulties follow programmes that include qualifications in foundations for learning and life from entry level to level 2.

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inspection

Monitoring inspection report: Millie College 22 and 23 April 2026

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funding at time of inspection

Monitoring inspection report: Millie College 22 and 23 April 2026

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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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