Future Horizons Leeds Ltd

Future Horizons Leeds Ltd

Address: Unit 7, Landmark Court, Beeston, Leeds, West Yorkshire, LS11 8JT Unique reference number (URN): 148666

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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 a clear and considered approach to inclusion. They ensure learners with a range of barriers to learning can participate fully in the curriculum and make appropriate progress towards their learning outcomes. Leaders plan very effectively for the early identification of learners’ needs, including thorough initial assessment and transition arrangements. Staff are well trained to identify a broad range of needs, including special educational needs and disabilities, challenging behaviour and mental health difficulties. Staff review the support that learners receive to ensure it remains appropriate. They amend learners' support plans swiftly when needed. For example, where learners demonstrate progress with their education and the regulation of their emotions, staff reduce support to build learners’ independence further.

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Inclusion Strong standard

Leaders review their approach to inclusion frequently to ensure that it remains responsive to the needs of learners. They are currently working on a useful vulnerabilities assessment and tracking tool to improve their assessment of learners’ needs further.

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Inclusion Strong standard

Leaders and staff provide highly effective support that enables learners with high needs to access the curriculum, make decisions and develop their independence. For example, the speech and language therapist has introduced choice cards for learners to communicate if they want to access the garden or the sensory room to regulate their emotions.

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Leadership and governance Strong standard

Leaders and trustees have a thorough understanding of the strengths and areas for development of the provision. They have made significant improvements since the previous inspection, including providing a comprehensive training programme to further improve tutors’ teaching skills. Tutors have completed training in intensive interaction delivered by a speech and language therapist, inclusive pedagogy and curriculum development for learners with profound and multiple learning disabilities (PMLD). Learners benefit from high- quality curriculum, teaching and training.

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Leadership and governance Strong standard

Senior leaders have in place highly effective governance arrangements through the board of trustees. Trustees have significant experience and expertise to provide very effective scrutiny and challenge.

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Leadership and governance Strong standard

Leaders build and sustain strong, long-term partnerships with a range of key stakeholders. They work closely with Leeds Local Authority to meet the needs of learners in the city. Leaders responded swiftly to the need for provision for learners with PMLD and for those with aspirations to go into employment through, for example, supported employment and volunteering.

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Leadership and governance Strong standard

Leaders are very considerate of staff workload and wellbeing. They support staff particularly well during times of personal struggle or ill health. Leaders provide a series of wellbeing days throughout the year, as well as team activities such as kayaking and pottery. Staff feel valued, respected and listened to by leaders. Leaders afford staff sufficient time to plan teaching effectively, access training and review learners’ progress weekly.

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Achievement Strong standard

Learners make extensive progress from their starting points. They develop proficiency in self-care and cooking. They understand how their bodies change as they become adults and what this means for them personally. They know about topics related to their safety and wellbeing, such as consent. As a result, learners develop their dignity, independence and preparation for navigating adult life successfully.

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Achievement Strong standard

Learners make significant progress in developing their communication skills, enabling them to make choices and become more independent. Learners improve their spoken language skills and their use of alternative communication strategies. They work confidently with their peers and feel included in group activities.

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Achievement Strong standard

Learners produce practical work of a high standard and in line with their level of cognition. Learners further improve their English, mathematics and digital skills from their starting points, and as appropriate to their needs.

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Achievement Strong standard

A high proportion of learners go on to positive and very appropriate destinations, including supported living and adult social care settings. An increasing proportion go on to further education, training and supported internships.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of the teaching and support that learners receive. They work very well with external providers and stakeholders to ensure the curriculum complements local provision and meets learners’ needs.

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Curriculum and teaching Strong standard

Teachers have designed a highly personalised, flexible and ambitious curriculum, based on learners’ starting points and education, health and care plan outcomes and aspirations. They sequence the curriculum carefully so that learners consolidate skills before applying them. Learners benefit from suitable curriculum pathways to develop the communication skills, independence and confidence they need to move confidently to their next steps. Leaders provide comprehensive training to staff, including workshops in Makaton, intensive interaction and specialist communication. Staff use their expertise to teach highly effective learning activities tailored to learners’ communication, sensory, physical and developmental needs They skilfully break information down into manageable steps for learners, and reinforce learning using symbols, repetition and visual resources.

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Curriculum and teaching Strong standard

Staff use observation, photographs and video evidence very well to assess, monitor and celebrate learners’ progress. Teachers provide clear and helpful verbal feedback to learners to help them improve further.

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Curriculum and teaching Strong standard

Staff create calm, safe and accessible learning environments where they encourage learners to communicate, make choices and participate confidently. They embed therapeutic strategies exceptionally well into sessions. This helps learners to develop independence and meaningful skills for adult life. Most support staff provide highly effective support to learners. However, in a very few instances, they do not support learners well enough to maintain their focus on completing tasks set by tutors.

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Participation and development Strong standard

Leaders foster an inclusive environment where learners feel comfortable to be themselves and where differences are celebrated. Learners respect the beliefs and opinions of others.

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Participation and development Strong standard

Learners, many of whom begin with low levels of self-confidence, demonstrate high levels of motivation and commitment to their education. They are rightly proud of their achievements and the work that they produce. During enterprise sessions, learners make items such as candles and resin coasters to sell to the public. Through this work, they develop an understanding of running a small business and use functional mathematics effectively to make a profit.

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Participation and development Strong standard

Learners participate in a carefully structured and tailored programme of activities to develop their confidence and resilience. They choose and plan trips, including organising transport, calculating costs and carrying out risk assessments, which prepares them well for adulthood and life beyond the college.

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Participation and development Strong standard

Learners participate in high-quality work experience matched to their long-term aspirations. Staff provide learners with carefully selected opportunities to experience work within their chosen sector. For example, learners who aspire to work as a teaching assistant gain placements working with children and young people in education.

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Participation and development Strong standard

For the most part, support staff focus well on the needs, choices and interests of learners, and treat them with respect.

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

Learners are happy, safe and well supported in an inclusive and nurturing environment where staff know them exceptionally well. They feel comfortable to be themselves and celebrate the differences they see around them. Learners who observe Ramadan deliver presentations to share their experience and the beliefs that underpin their practices.

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

Learners develop confidence, independence and communication skills over time. They make significant progress towards their individual aspirations and the skills and behaviours they need to move to adulthood. Learners appreciate the strong relationships that they have with staff and the personalised support that staff provide. This enables learners to take part in learning eagerly, feel valued and participate confidently in college and community life.

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

Learners participate fully in the curriculum, despite their barriers to learning. Staff identify the support that learners need quickly and put it into place swiftly. They provide very effective support with clothing and washing for learners who face financial challenges, so that they are not disadvantaged and maintain positive hygiene.

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Next steps

Leaders should ensure that support staff assist learners effectively to maintain their focus when competing tasks set by teachers.

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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 (OI) who have previously served as HMI.

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About this inspection

Inspection activity: Inspectors spoke with learners, leaders, trustees and staff during the inspection.

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About this inspection

Inspectors confirmed the following information about the provider: Future Horizons Leeds Limited is an independent specialist college that provides further education and training for learners with high needs aged between 19 and 25. Learners have a range of learning difficulties and/or disabilities, including autism, profound and multiple learning disabilities, and complex learning and communication needs. The provider operates across 2 sites in the south and west of Leeds.

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About this inspection

At the time of the inspection, there were 29 learners enrolled on one of five pathways in the areas of sensory and communication, life skills and employability.

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Team inspectors:

Sarah Le-Good, Ofsted Inspector Sarah Seaman, 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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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. 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

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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