Myerscough College

Myerscough College

Address: St Michael's Road, Bilsborrow, Preston, Lancashire, PR3 0RY Unique reference number (URN): 130743

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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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Contribution to meeting skills needs Strong standard

Leaders work highly effectively with a broad range of employers, stakeholders and community groups to identify the priority skills needs locally, regionally and nationally. They successfully design a high-quality land-based curriculum offer that contributes significantly to national priorities such as food resilience, sustainability and rural economic development.

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Contribution to meeting skills needs Strong standard

Leaders skilfully plan and co-design curriculums with employers and stakeholders. This enables learners and apprentices to develop extensive industry knowledge, and expert skills. Leaders are involved in trailblazer groups such as forestry, sports turf and horticulture. Leaders and stakeholders have developed innovative, high-quality courses and facilities, such as an arboriculture degree apprenticeship and a centre for sports turf excellence, in response to national skills needs.

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Contribution to meeting skills needs Strong standard

Stakeholders and employers value highly the strategic vision and impact of the specialist land-based training. The provision is adaptive to employer and community needs. Leaders have introduced horticulture courses in communities where many learners have been disengaged from education. This helps learners to increase their confidence and progress on to further learning or gain employment in horticulture.

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Contribution to meeting skills needs Strong standard

Leaders attend networking events and offer high levels of support for stakeholders across Lancashire. For example, leaders provide workshops on mental health awareness to support the increasing occurrence of poor mental health in farming.

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Inclusion Expected standard

Leaders have established a supportive and inclusive culture. Staff identify learners’ and apprentices’ needs quickly at the beginning of their learning. This enables teachers to plan tailored support carefully for learners and apprentices, including those with special educational needs and/or disabilities (SEND) and other barriers to learning, to help them overcome these.

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Inclusion Expected standard

Teachers complete comprehensive training, including from specialist speakers, to help them support learners and apprentices with SEND and those who are disadvantaged. Most teachers skilfully adapt their teaching practice to meet learners’ and apprentices’ needs. Leaders frequently review learners’ and apprentices’ support plans. Where learners and apprentices become more independent, support is reduced. Staff take swift action to support learners and apprentices who experience temporary hardship, such as financial difficulty.

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Inclusion Expected standard

Learners and apprentices who are disadvantaged or with SEND make progress in line with their peers. Where learners' or apprentices' progress slows, leaders put effective interventions in place to support learners and apprentices to make at least their expected progress.

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Inclusion Expected standard

Leaders work closely with agencies such as local authorities and education providers. This collaborative approach enables learners and apprentices, including those who are care experienced or with SEND, to engage quickly and positively with their learning.

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Leadership and governance Expected standard

Leaders have worked relentlessly and considerately to make improvements across the college, including the subcontracted provision. They have prioritised actions so that learners and apprentices receive high-quality learning and training. They have a precise understanding of the strengths and areas for improvement. Leaders have restructured their management team to ensure that the impact of improvement actions is sustainable and consistent. However, while actions have improved the quality of education substantially across most areas of the college, in a few instances teaching and training are not of a consistently high standard.

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Leadership and governance Expected standard

Leaders and managers have redesigned the curriculum offer to ensure that it aligns to local, regional and national skills priorities. They work with employers and stakeholders so that learning and training meet their business needs. Leaders have made significant investment in industry-standard resources and leading-edge technology to ensure that learners and apprentices can access the most up-to-date specialist tools and equipment.

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Leadership and governance Expected standard

Leaders and managers monitor and manage the subcontracted provision carefully. They have recently reduced the volume of subcontracted provision and now only work with subcontractors who can complement their existing provision to meet identified skills gaps.

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Leadership and governance Expected standard

Teachers benefit from extensive training to improve their teaching skills and to maintain their subject expertise. Teachers who are new to the college undertake a bespoke land-based 12- week teacher training programme.

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Leadership and governance Expected standard

Governors have a detailed and shared understanding of the college’s strengths and areas for improvement. They receive high-quality reports and challenge leaders to ensure that improvement actions are effective.

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Leadership and governance Expected standard

Leaders and governors care for their staff; they prioritise their workload and wellbeing. Staff feel valued and enjoy working at the college. They benefit from additional annual leave, hybrid working, counselling and an employee assistance programme.

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Achievement Expected standard

Learners make at least the progress expected from their starting points. They are supported by teachers to achieve their challenging, individual targets. Most learners achieve their vocational and technical qualifications and improve their grades in English and mathematics.

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Achievement Expected standard

Learners develop new knowledge and skills, which they apply in practice. In motorsports, learners complete servicing, checking lightbulbs and changing tyres on vehicles, and developing their English skills as they complete job cards. In agriculture, learners change calf feed on farms to ensure better nutrition and improve cash flow through the calculation of more efficient ways of working. Learners generally produce work that meets the expected standard.

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Achievement Expected standard

Teachers prepare learners well for their next steps. Learners benefit from one-to-one meetings with teachers and visits to employers and universities. Learners progress to positive destinations, including further study in higher education, employment and apprenticeships.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculums, teaching and training. Leaders have implemented effective actions to rectify weaknesses such as low achievement on a few courses, which have had a positive impact.

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Curriculum and teaching Expected standard

Curriculums are well designed and sequenced appropriately to build learning. Teachers routinely review and adapt the curriculums to ensure that learners, including those with special educational needs and/or disabilities and barriers to learning, develop the knowledge and skills they need to make sustained progress and achieve their qualifications. However, in a minority of subjects, the curriculum is not sufficiently well planned or adapted, which results in some topics not being taught in a logical order.

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Curriculum and teaching Expected standard

Teachers use effective teaching strategies to help learners to understand new concepts and to remember new knowledge. In equine studies, teachers use satellite navigation devices to help learners understand why horses need clear instructions when they are being guided in a specific direction around the arena.

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Curriculum and teaching Expected standard

Teachers check and consolidate learning. In animal management, teachers challenge learners to provide detailed and technical answers, such as how to handle excitable dogs and identify underlying causes for this behaviour. Learners swiftly apply their knowledge and practise their skills of temperament testing. Teachers are well qualified and have relevant industry experience. They routinely use technical vocabulary and ensure learners understand, and can spell, key terms, such as laminitis in equine nutrition classes. In a few instances, teachers do not routinely check learners’ understanding of key terms.

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Curriculum and teaching Expected standard

Teachers frequently assess learners’ work and skills, providing tailored feedback that helps them to improve. In practical riding sessions, teachers provide learners with specific feedback on their position and communication with horses. Learners are receptive to feedback and routinely make improvements to their work. In a few instances, learners do not receive sufficient feedback from teachers that helps them to improve their work.

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Participation and development Expected standard

Learners study in safe, calm and respectful environments. For example, the equine yard and animal centre have a purposeful atmosphere where learners behave responsibly and respond well to the expectations of staff.

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Participation and development Expected standard

Leaders place high importance on learners’ wellbeing, including with regard to careful timetabling and workload management. For example, learners in the cricket academy have limits placed on bowling overs to protect their physical health.

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Participation and development Expected standard

Most learners attend well. Leaders take a consistent approach to identifying and tackling low attendance. Leaders involve parents and implement targeted strategies to help learners improve. For example, with mental health-related absence, learners are supported through on-site counselling, which often results in improved attendance.

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Participation and development Expected standard

Learners have positive attitudes to learning and are well prepared for their next steps. They receive effective careers advice through tutorials, visiting speakers and employer masterclasses. Teachers support learners to complete university applications and prepare CVs. This helps learners plan and secure their next steps.

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Participation and development Expected standard

Learners benefit from extensive wider opportunities, including employer-sponsored competitions, volunteering, industry trips and international sports tours and field trips, including to South Africa, Bali, Thailand and Fiji.

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Participation and development Expected standard

Learners feel safe and are confident that staff deal with concerns swiftly and appropriately.

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Achievement Expected standard

Most learners complete their learning and achieve their qualifications. Learners make at least the expected progress from their starting points.

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Achievement Expected standard

Learners develop substantial new knowledge and skills which prepare them well for their next steps. They know the different functions of phosphate, nitrogen and potassium for plant nutrition. Learners understand the importance of knowing about the traits and characteristics of plant genera and how these are used in botany and horticulture.

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Achievement Expected standard

Learners take pride in their work. They produce increasingly complex written and practical work that is of the correct level. Learners, most of whom have no experience in horticulture, quickly become adept at sowing seeds and skilled at pest identification.

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Achievement Expected standard

Learners develop their literacy and numeracy skills. Learners use the common and Latin names of plants, such as Raphanus sativus for radish. In mathematics, learners accurately measure drill depths for planting seeds and calculate the ratios of chemicals.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the strengths and priority areas for improvement of the curriculum, teaching and training. Where leaders identify any areas of concern, they make improvements promptly.

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Curriculum and teaching Expected standard

Curriculums are structured well and are shaped by the skills needs of local and regional employers. Learners develop the knowledge, skills and behaviours that they need for further learning or employment. Learners studying horticulture complete plant and pest identifications and know how to inject garlic into horse chestnut trees to manage bacterial canker. Learners progressively increase their knowledge over time. They learn to sow seeds indoors and in containers before they move on to preparing seedbeds outside and applying organic mulch on established borders.

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Curriculum and teaching Expected standard

Learners, including those who face barriers to their learning, value the inclusive curriculum that enables them to participate in lessons. Leaders work in partnership with Liverpool City Region to provide learning in community gardens to help learners, including those furthest from the labour market, to take part in training.

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Curriculum and teaching Expected standard

Teachers are appropriately qualified and bring relevant experience and expertise to their teaching. They use effective teaching strategies, such as demonstrations, group activities, live specimens, illustrations and questioning during lessons and practical sessions. This helps learners to remember and build on what they have learned previously. Teachers skilfully check learning during lessons and make sure that gaps in learners' knowledge are swiftly identified and closed.

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Curriculum and teaching Expected standard

Learners act on constructive and developmental feedback from teachers which identifies what they have done well and how they can make improvements to their work. For example, learners revisit their work and expand their answers when explaining why they need to compact compost to ensure the germination of seeds.

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Participation and development Expected standard

Learners benefit from a welcoming and inclusive learning environment. They enjoy the community culture that they share with their peers. Learners value being able to grow garden produce that they are then able to eat for lunch.

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Participation and development Expected standard

Most learners attend well. Those learners who face difficulties attending their training are very well supported by teachers to catch up. Learners are professional and respectful; they listen attentively to the views of others. They are motivated to learn new knowledge and complete their training.

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Participation and development Expected standard

Learners feel safe. Most learners competently articulate their understanding of fundamental British values, radicalisation and extremist views and how these relate to their everyday lives. Learners know to be vigilant in recognising the signs in others that they are being radicalised, such as internet searches on extremist ideology and changes in behaviour.

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Participation and development Expected standard

Learners take part in wider opportunities for their personal and professional development. They tend wildflower meadows, visit horticultural gardens, learn about beekeeping and participate in community volunteering projects. Expert guest speakers provide talks on topics such as garden pests and plant humidity.

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Participation and development Expected standard

Learners benefit from effective careers advice. They have one-to-one discussions with teachers about their next steps into further learning, volunteering and employment opportunities. Learners are supported by teachers to complete employment applications and develop their interview skills.

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Curriculum and teaching Strong standard

Leaders have an incisively accurate understanding of the quality of their provision. They use analytical tools effectively to gain a precise understanding of, and to rigorously manage, each apprenticeship standard. They closely monitor the number of apprentices who exceed their planned end date, apprentices’ progress, final assessment outcomes and the number of apprentices who pass functional skills English and mathematics at their first attempt.

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Curriculum and teaching Strong standard

Teachers plan apprentices’ curriculums to be inclusive, coherent and well structured. They teach the curriculum in a carefully planned sequence so that apprentices develop substantial new knowledge, and master an extensive range of skills and behaviours. Apprentices studying the level 2 construction equipment maintenance mechanic (CEMM) apprenticeship learn about basic health and safety before moving on to increasingly complex tasks. They competently strip down multi-cylinder engines, remove and replace gearboxes and clutches, and rebuild hydrostatic drive units. Apprentices are successful at work and become valued members of their team.

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Curriculum and teaching Strong standard

Teachers adeptly teach complex topics to apprentices. On the level 3 farrier apprenticeship, teachers clearly explain the use of different types of horseshoes and the importance of mathematical accuracy when forging horseshoes. Apprentices swiftly apply their learning in practical sessions to master their forging skills. In level 2 CEMM, apprentices skilfully diagnose complex faults, including engine overheating, power loss in foragers and calibration problems through stall testing.

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Curriculum and teaching Strong standard

Teachers use a range of highly effective teaching and assessment strategies. They systematically use retrieval tasks and ask highly effective and probing questions to elicit apprentices’ deeper knowledge and understanding of content. Apprentices studying level 3 veterinary nursing confidently and coherently explain how vernier scales provide more accurate measurements in clinical and diagnostic veterinary work. Teachers provide precise feedback to apprentices on both their practical and written work. They systematically adapt their teaching to support apprentices with barriers to their learning. Apprentices with attention deficit hyperactivity disorder have arrangements in place so that they can take a break from their lesson if they become anxious or distracted.

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Participation and development Strong standard

Leaders have established a highly inclusive culture. They set high expectations for apprentices, who are enthusiastic and highly committed to their studies. Attendance is high and apprentices are punctual to their training. Apprentices value the safe environment in which they learn and work; they know how and to whom they should report any concerns that they may have. They articulate clearly how to keep themselves safe from radicalisation and extremist views.

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Participation and development Strong standard

Apprentices benefit from an extensive range of guest speakers, master classes and educational visits. These include industry specialists from the British Veterinary Nursing Association, Forestry Commission and the Arboricultural Association. Industry experts lead master classes for apprentices in ecology, robotics, and pitch and weather data for turf management.

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Participation and development Strong standard

Leaders and staff systematically celebrate apprentices' achievement. Apprentices benefit from a wide range of opportunities and competitions, such as WorldSkills, sports turf preparation for the women's rugby world cup, and international farriery championships.

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Participation and development Strong standard

Leaders make sure that apprentices receive a well-planned and structured range of careers information, advice and guidance. This prepares apprentices well for their future careers and

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Expected standard

next steps. Apprentices confidently discuss their future aspirations with college careers advisers, attend career fairs and discuss their next steps with coaches and managers at progress reviews.

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Achievement Expected standard

Around three quarters of apprentices complete their training and achieve their apprenticeship. Of these, approximately half achieve merit and distinction grades in their final assessments. Most apprentices remain in full-time employment, receive promotions, gain additional responsibilities or progress to further and higher learning.

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Achievement Expected standard

Teachers prepare apprentices very well for the workplace. They develop a wide range of industry-standard skills that they apply fluently at work. Apprentices on the level 2 golf greenkeeper apprenticeship consider environmental factors such as animals, insects, plants and waterways when skilfully maintaining golf greens, tees and fairways.

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Achievement Expected standard

Most apprentices, including those with barriers to their learning, consistently make extensive progress from their starting points. They develop their English and mathematical skills well. Level 2 farm worker apprentices competently use new technical language, such as parturition and colostrum. In mathematics, golf greenkeeper apprentices apply conversions between yards and metres when measuring distances on golf courses.

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Achievement Expected standard

Learners with high needs make sustained progress from their starting points and progress in line with their peers. Learners on the supported internship programme make significant progress and are able to complete work-related activities to industry standards. Learners produce work of at least the expected standard and achieve their qualifications and targets. A high proportion gain merit and distinction grades.

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Achievement Expected standard

Learners develop substantial new knowledge, skills and behaviours because of their studies. This supports them effectively for their lives beyond college. In animal care, learners understand animal feeding, the risks of pollution and climate change to different habitats, and how animal enclosures need to allow animals to exhibit their natural behaviours. Learners are readily prepared for their next stage of training or employment. They increasingly develop their confidence and independence, which enables them to fully participate in college life. They travel independently on public transport, send professional emails and socialise with friends at college and in residential accommodation.

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Curriculum and teaching Expected standard

Leaders and managers have an accurate understanding of the strengths and weaknesses of the provision for learners with high needs. Learners with high needs study a diverse range of vocational subjects, which enables them to develop practical, work and life skills, such as teamwork and resilience.

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Curriculum and teaching Expected standard

Teachers make sure that curriculums are effectively sequenced to meet the needs of all learners. Each curriculum progressively builds on prior learning and supports learners to make sustained progress from their starting points and achieve their aspirations. Teachers celebrate the small but significant steps that learners make.

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Curriculum and teaching Expected standard

Teachers are highly skilled in their subjects. They have extensive experience of working with learners with high needs. They share their industry knowledge with learners to support them to use new terminology confidently. For example, learners studying forging confidently explain the application of metallurgy theory.

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Curriculum and teaching Expected standard

Teachers use effective teaching and assessment strategies, such as questioning, chunking, demonstration and observations, to check learners' understanding and identify gaps in their knowledge. They make sure that learners are provided with sufficient processing time to reflect on the question being posed so that they can answer independently. Teachers provide clear guidance to learners on how to develop their skills further.

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Curriculum and teaching Expected standard

Teachers and inclusive learning advisers (ILAs) work collaboratively to provide an inclusive learning environment for learners. They mostly use the detailed information about students' academic and support needs to plan learning. However, teachers do not consistently use learners’ individual targets to develop further their knowledge, skills and behaviours.

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Curriculum and teaching Expected standard

Teachers and ILAs are effective in helping learners overcome barriers to learning. Visually impaired and deaf and hard of hearing learners benefit from the support of specialist teachers and disability support officers. Learners are supported with assistive technology, such as augmentative and alternative communication systems, personal care support and adapted mobility chairs. Learners are confident and independent and participate fully in their training.

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Participation and development Expected standard

Leaders provide an inclusive culture for learners. They ensure learners receive tailored support and an accessible curriculum to develop the skills they need for adult life. Learners study in calm and respectful environments. They feel safe and very well supported at college.

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Participation and development Expected standard

Learners demonstrate positive attitudes to their learning. They behave responsibly and strive to meet the high expectations that are set by teachers. Most learners attend well. Teachers take an effective approach to resolving any attendance concerns. When concerns arise, learners are supported to improve their attendance by external agencies, counselling and flexible teaching workshops.

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Participation and development Expected standard

Learners take part in a range of wider opportunities, such as competing in calf shows, visiting botanical heritage walled gardens and going on international residential trips. Through these activities, learners develop life skills in resilience, teamwork, problem-solving and communication, preparing them well for the future.

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Participation and development Expected standard

Learners receive effective careers advice through tutorials, vocational activities and the careers service. This supports most learners to make informed decisions and choices for their next steps.

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

Learners and apprentices enjoy their courses and are proud to study at the college. They flourish in the supportive environment, quickly make new friends and feel accepted by staff and their peers. Learners and apprentices swiftly develop a strong sense of belonging and community. They feel valued and respected by staff, who show demonstrable care for their welfare and wellbeing.

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

Learners and apprentices benefit from leaders' comprehensive understanding of the local, regional and national skills priorities, including in agriculture, farriery and veterinary nursing. Learners and apprentices attend their learning at the main campus near Preston, but also at smaller specialist centres that meet the needs of communities in Lancashire, Liverpool City Region, Greater Manchester and the Borough of Warrington. Young learners who are residential at the college, often because they live too far away to travel in each day, enjoy taking part in evening and weekend activities that relate to their course, such as looking after farm animals, horses and sports competitions.

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

Learners and apprentices are proud of their achievements. They grow in confidence and independence, which enables them to achieve their aspirations. Learners with high needs swiftly adapt to new routines and develop their personal and vocational skills.

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

Young learners find their classes interesting and informative. Teachers provide learners with high levels of support, and challenge them to do their best. Learners appreciate the opportunity to study level 3 core mathematics, which complements courses such as golf and motorsports. For example, in golf, learners use their mathematical skills when calculating trajectories, distance and footstep measurement.

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

Teachers personalise topics to each curriculum. For example, when studying sustainability, equine learners discuss water sustainability in horse yards, and in sport, learners discuss carbon footprints using different modes of transport when travelling to events.

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

Learners and apprentices benefit from high-quality practical areas and industry-standard resources. These provide environments where learners and apprentices can excel. For example, young learners in the cricket academy use facilities that are also used in elite and professional sport.

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

Learners and apprentices are highly committed and motivated to do well. They take immense pride in their work. They develop confidence and resilience. Engineering apprentices competently apply at work the skills they learn in their training. They confidently and patiently find electrical faults, fabricate brackets and carry out emergency welding on machinery on construction sites.

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

Leaders plan and implement a suitable curriculum that teaches learners and apprentices relevant topics, such as healthy living and life in modern Britain. Learners and apprentices complete additional learning modules on protected characteristics, equality, citizenship and health and wellbeing.

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

Most learners and apprentices develop a secure understanding of fundamental British values and the risks associated with extremism and radicalisation. They understand the signs and symptoms that people can display, such as changes in character and political or religious beliefs. Learners and apprentices are respectful both in college and when at work. They adhere strictly to health and safety legislation, work in a safe manner and wear the appropriate personal protective equipment to ensure they always keep themselves and their peers safe.

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

In many subjects, learners and apprentices participate in a range of wider learning opportunities. Leaders make sure that learners and apprentices who are disadvantaged receive funding to help them take part in these opportunities. Learners with high needs visit European countries and participate in clubs and activities such as chess. Young learners participate in school sports coaching and tree climbing competitions and volunteer at animal rehabilitation charities.

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Next steps

Leaders should continue to develop the high-quality teaching and training skills of teachers. Leaders should strengthen further the effective use of learners' education, health and care plan targets to design individual learning programmes for learners with high needs. Leaders should continue to improve the proportion of apprentices who pass their apprenticeship and achieve merit and distinction grades. Leaders should maintain the targeted focus of high attendance and punctuality for young people, adults and learners with high needs.

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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. Inspection activities: Inspectors spoke with learners, apprentices, parents/carers, leaders, governors, staff, employers and other stakeholders during the inspection.

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About this inspection

Myerscough College is a specialist further education college located in Lancashire. The college focuses on land-based science, engineering and sports courses. The college’s main campus is the Bilsborrow campus in Preston. Most young people study at the Bilsborrow campus on a range of courses such as animal management, agriculture, equine, horticulture, sport, engineering and motorsports. The college has a further 3 centres in Greater Manchester, Lancashire and Merseyside: Emirates Old Trafford Manchester, Walton Hall Park Warrington and Croxteth Park Liverpool.

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About this inspection

At the time of the inspection, Myerscough provides education programmes for 1,381 young people, who study vocational programmes from entry level to level 3. The Croxteth and Warrington sites provide programmes in animal management and animal care. The Croxteth site also offers subjects in equine management, horticulture and arboriculture.

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About this inspection

There are 492 adult learners, who are based mainly at the Croxteth site. These learners largely study horticulture, skills for working life and industry qualifications.

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About this inspection

There are 1,108 apprentices following apprenticeships from level 2 to 5, of whom 323 are aged 16 to 18. Most apprentices study courses at levels 2 and 3, with the highest enrolments in golf greenkeeping, horticulture, sports turf operative, veterinary nursing and land-based engineering.

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About this inspection

There are 358 learners for whom the college receives high needs funding. Leaders offer supported internships and courses at entry level to level 3 across all vocational programmes.

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About this inspection

Leaders work with 3 subcontractors who provide specialist training in engineering and equine. There are 50 apprentices on the level 3 rail technician, and 7 on the level 2 equine groom, and fewer than 5 are studying level 3 senior equine groom apprenticeships.

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About this inspection

Principal and Chief Executive: Wes Johnson

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Team inspectors:

Suzanne Wainwright, His Majesty's Inspector Anita Pyrkotsch-Jones, His Majesty's Inspector Rebecca Gater, Ofsted Inspector Lisa Duncalf, Ofsted Inspector Tracey Mace-Akroyd, Ofsted Inspector Maura Cummins, Ofsted Inspector Jaqui Scott, Ofsted Inspector Iain Glendinning, Ofsted Inspector Amanda Mackinnon, Ofsted Inspector Kim Bleasdale, His Majesty's Inspector Liz Greenhalgh, 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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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. 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

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 .

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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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