Sutton and District Training Limited

Sutton and District Training Limited

Address: Lawn View, Grove Park, Carshalton High Street, Carshalton, SM5 3BB Unique reference number (URN): 54698

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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 consistently promote a highly inclusive culture and set high expectations for learners at their centres. Staff nurture and support learners to help them stay on track and achieve. This approach helps learners to re-engage with learning and training that prepares them well for adulthood.

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Inclusion Strong standard

Leaders prioritise reducing barriers for all learners, many of whom face multiple challenges. Staff carefully assess each learner’s starting point and quickly identify their needs so that appropriate levels of support can be put in place. Staff provide transition days before learners start to ensure they are on the right level and course. This ensures that learners benefit from the educational opportunities available, allowing them to succeed and progress.

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Inclusion Strong standard

Staff consistently adjust academic and personal support for learners with specific needs. They routinely adapt their teaching methods and approaches. Staff jointly plan their teaching with learning support assistants to maximise the progress that learners make and to prepare them for adulthood. For example, learners in hairdressing are provided with the encouragement and support that they need to become confident to work with their first external client. Once they have built their customer service skills and confidence, this support is reduced to increase independence.

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Leadership and governance Expected standard

Leaders are guided by a clear strategic plan aligned with the organisation's mission and vision. Leaders and managers constantly review their curriculum, adapting it to the changing needs of their learners. For example, leaders have changed the qualifications they offer as a result of an increase in learners with education, health and care plans and learners who have been home educated, to ensure that their qualifications meet learners' needs.

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Leadership and governance Expected standard

Leaders and managers have an accurate overview of the quality of provision. They frequently visit lessons, provide tutors with feedback and set largely appropriate development targets. Leaders and managers use these targets to help design the extensive programme of professional learning that is tailored to specific staff roles. This includes staff receiving specialist training in de-escalation techniques to support learners with more challenging behaviours.

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Leadership and governance Expected standard

Members of the advisory board have a detailed understanding of the provision. They focus their attention on learners and their experiences. They use their knowledge of education effectively to provide appropriate challenge to senior leaders on aspects of the curriculum, such as the need to improve achievement on functional skills qualifications. This challenge has led to a more concerted effort to improve outcomes for learners through close scrutiny by the board.

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Leadership and governance Expected standard

Leaders and managers have created an environment where teachers feel appreciated and supported. Staff feel that the workload and the challenges they face are positively acknowledged. They value the autonomy and trust that leaders place in them to respond to their learners' individual needs.

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Achievement Expected standard

Learners make positive progress from their starting points, with most achieving their full or partial vocational qualifications. However, achievement for the small number of students studying entry level 1 English is too low. Staff are working to improve achievement in functional skills English and mathematics, and the proportion of learners achieving these qualifications is improving, but currently is still too low. Staff are working to break down barriers to learning in English and mathematics for those learners who have had a negative prior experience of learning in these subjects.

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Achievement Expected standard

At the end of their course, most students go either to higher-level courses with the provider or move to a further education college. A small minority go into employment with organisations that can support the individual needs of these learners.

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Curriculum and teaching Expected standard

Leaders have developed a study programme curriculum that meets the complex, localised needs of learners, many of whom are from disadvantaged backgrounds, which supports their holistic development. The curriculums are designed to provide progression opportunities to higher levels of study or employment. To help reduce learners' anxiety, staff use a transition day at which they accurately assess learners' starting points for vocational training, English and mathematics. This helps learners to become familiar with their new environment, and they appreciate the opportunity to meet their tutors. Tutors gain a detailed understanding of their learners and their individual needs, which they share with learning support assistants (LSAs), who work effectively in supporting learners in lessons to stay focused. Staff frequently review learners' progress and use this information to set meaningful improvement targets.

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Curriculum and teaching Expected standard

Tutors teach courses to build learners' skills and knowledge incrementally. For example, learners on courses in English for speakers of other languages are encouraged to develop verbal fluency in informal discussions before giving formal presentations.

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Curriculum and teaching Expected standard

Tutors use effective classroom strategies to support a wide range of learning needs. They set achievable targets for learners to work towards. Tutors give careful explanations and demonstrations before collaborating with LSAs to provide learners with targeted individual support to address gaps in their knowledge. This helps learners to produce practical work of the expected standard.

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Curriculum and teaching Expected standard

Tutors plan sufficient time into lessons so that learners can practise their skills. In carpentry lessons, tutors help learners to develop their cutting and measuring skills to make precise cuts when building jewellery boxes. Tutors contextualise learning so that learners understand the importance of using mathematics. For example, in hairdressing, learners calculate ratios for mixing hair colouring.

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Participation and development Expected standard

A high proportion of learners have had negative prior experiences of education, such as school phobia or refusal, and a history of poor attendance. Leaders have a clear focus to provide tangible improvements in learners' attendance by developing a culture of ownership and partnership between staff and learners. Staff work hard to rebuild learners’ connections with education and give them a sense of belonging. Leaders help reduce learners' anxiety and remove barriers to learning by providing individualised support, such as bespoke timetables and action plans for those at risk due to poor attendance. Learners’ attendance is gradually improving.

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Participation and development Expected standard

Leaders have developed a wider curriculum referred to as ‘my journey of life’ to support all learners to build a range of personal, social and life skills and to prepare for adulthood. Tutors teach learners about important topics such as healthy relationships, where lessons are adapted to meet the needs of specific learners. Tutors skilfully use classroom discussion with learners on level 2 media courses to discuss topics such as consent. This helps learners to develop their communication skills and understanding of these topics.

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Participation and development Expected standard

Learners demonstrate very positive attitudes towards learning. Tutors establish clear rules linked to respect, which learners follow carefully.

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Achievement Expected standard

Learners with education, health and care plans make positive progress in relation to their planned outcomes. Staff set learners targets that are ambitious and well tracked.

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Achievement Expected standard

Most learners stay to the end of their course, and most achieve either the full qualification or units towards it, depending on their starting points. Achievement for learners with high needs is slightly better than for their peers. The achievement of functional skills qualifications for learners with high needs is starting to improve for entry level English and mathematics qualifications, but remains too low for qualifications at level 1.

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Achievement Expected standard

Learners with high needs have positive progression, with a high proportion returning to continue their education at the provider, most at a higher level. Some learners, for whom it is suitable to progress to employment, move on to appropriate jobs.

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Curriculum and teaching Expected standard

Leaders and managers have carefully designed a curriculum for learners with high needs that focuses on achieving greater independence. Tutors teach learners how to manage their money, use public transport and prepare for independence using a mock flat which allows learners to practice domestic tasks, such as cooking, and washing and ironing clothes. Learners study entry level and level 1 qualifications that help them prepare to move to higher levels of study and employment.

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Curriculum and teaching Expected standard

In designing their curriculum, leaders and managers have put learners’ education, health and care (EHC) plan outcomes at the centre of their courses. EHC plans are carefully considered in relation to the wider curriculum and qualifications, and staff plan learning opportunities to ensure learners can gain new knowledge, skills and behaviours. Teachers have a thorough understanding of EHC plans and their associated targets. Learning support assistants use their knowledge of learners' needs to make suitable adaptations to the support they provide. This includes teaching new words to learners before the lesson to help support their working memory when learning new topics.

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Curriculum and teaching Expected standard

Teachers use assessment appropriately to check what learners understand and to make adjustments to their lessons. Staff provide helpful verbal feedback to learners. This helps learners produce work that they are proud of and which is at the expected standard.

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Curriculum and teaching Expected standard

Staff help learners to develop their skills by giving them choices that enable them to gain skills for adulthood and their place in a wider society. This includes giving choices on how they complete tasks, while retaining a focus on the requirement to complete the task being non-negotiable.

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Participation and development Expected standard

Staff have created an environment where learners feel respected, and this is reflected in how learners behave. Where there are lapses linked to expectations, these are dealt with swiftly and sensitively. During breaks in lessons, staff maintain a quiet presence which many learners find reassuring. They often seek staff out for questions or engage in conversations about their day. Staff are vigilant about the risk of bullying, taking into account the wide range of needs and learners' previous experiences. Staff deal with behaviours that fall below their expectations quickly.

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Participation and development Expected standard

Leaders and managers have designed the ‘my journey of life’ curriculum through which key topics are taught, such as fundamental British values, how learners can keep themselves safe, and how to book an appointment at the doctors. This helps learners to achieve their learning and personal goals as they progress to adulthood.

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Participation and development Expected standard

Staff provide learners with opportunities to become familiar with their local area through visits to different places. For example, learners gain an understanding of who they can ask for help, such as security staff, when visiting the local shopping centre. They learn how to use public transport, and visit the local police station to learn how the police can help them.

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Participation and development Expected standard

Where suitable, learners participate in volunteering opportunities such as Brighton Bike Hub. Learners on the Steps programme complete basic first aid as an additional skill.

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Participation and development Expected standard

Staff provide learners with access to suitable careers advice and guidance via the work skills programme and employability qualifications. Learners talk confidently about their next steps.

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

Learners benefit from an inclusive curriculum that is very carefully adapted to meet their needs. They receive tailored individual support, in recognition of the fact that most of them have had a negative prior experience at school and face other barriers to learning, such as involvement with the youth justice system. Staff take time before learners start, and at the beginning of their courses, to identify learners' needs, help them settle into their vocational courses, which include courses in construction, health and social care or hairdressing, and ensure they are on the correct course and level for their needs and ambitions. Learners feel valued as individuals while studying. Learners with high needs or special educational needs and/or disabilities feel staff understand and meet their needs.

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

Learners thrive in this inclusive environment. They feel safe to make mistakes, receive support and learn. As a result, learners develop confidence and become more independent. Learners study in well-equipped, peaceful classrooms where they can learn and practise vocational and life skills. Learners behave well, and staff maintain a quiet presence at all times to ensure learners can enjoy their lessons and social time. Learners respond well to the high expectations that teachers and learning support assistants (LSAs) set for them. Teachers and LSAs are skilled and experienced and work very well together to monitor and improve the progress of their learners. They treat learners with kindness and patience, while encouraging them to try their best to improve their work even further.

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

Learners enjoy their courses and build very positive relationships with their teachers, LSAs and peers. Staff spend time with learners, reviewing their progress and encouraging them to meet personal and education, health and care plan targets and develop their knowledge and skills to a higher standard.

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

Learners take part in a rich and varied tutorial programme, which helps them develop as more confident, independent individuals. They follow a 'journey of life' tutorial programme, which guides them to reflect on exploring their own interests and goals. The programme includes topics such as building friendships, forming healthy relationships and how to keep themselves safe.

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Next steps

Leaders should increase the proportion of learners who achieve functional skills English and mathematics qualifications. Leaders should ensure that actions taken to improve attendance continue so that learners' attendance is consistently high. Leaders should ensure that work experience is available to as many learners as possible.

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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 governors, leaders, managers, tutors and learners during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Sutton and District Training Limited is an independent learning provider based in Sutton, south London, with an additional site in Brighton. It provides education for young people aged 16 to 18 as well as learners with high needs. Most learners have had a negative prior experience of education. Many have been in the care of the local authority or have been school refusers or school phobics. A significant proportion of learners have mental health issues that have prevented them from participating in education. The provider offers a range of courses, including construction, hairdressing, creative media, health and social care and courses in English for speakers of other languages. At the time of the inspection, there were

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Team inspectors:

Kanwaljit Dhillon, Ofsted Inspector Louise Rowley, Ofsted Inspector Maureen Gilmartin, Ofsted Inspector Errol Ince, 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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Education programmes for young people

311 learners on programmes from entry level to level 3, of which 156 had education, health and care plans, with 65 leaners receiving high needs funding.

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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

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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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