Catch 22 Charity Limited

Catch 22 Charity Limited

Address: Community Links, 105 Barking Road, Canning Town, London, E16 4HQ Unique reference number (URN): 54215

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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 Expected standard

Leaders have comprehensive management information about their learners. This details the multiple needs that learners have. It includes highly relevant information on, for example, learners’ mental health and housing needs and whether they have sufficient food and clothing. This helps leaders and staff to understand the needs of learners exceptionally well. However, use of this information to inform leaders' inclusion strategy is at an early stage.

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Inclusion Expected standard

Leaders use the results from assessments very well to put in place carefully considered packages of support that help learners stay in learning and make positive progress from their starting points. This includes one-to-one support, adapted resources and individual support for learners in lessons. Leaders review learners' support needs frequently. They adapt and reduce support over time as learners become more independent.

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Inclusion Expected standard

Leaders have developed close and highly effective partnerships with a wide range of stakeholders, including specialist services, to provide targeted interventions such as mentoring programmes to prevent criminal exploitation. This highly effective multi-agency approach enables vulnerable young learners to engage with education, develop confidence and resilience and progress successfully into further study, training or employment.

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Leadership and governance Expected standard

Leaders carry out highly detailed reviews of the provision using a wide range of data and first-hand evidence to assess the quality of the provision. Quality reviews include learning walks, lesson observations, discussions with young people, parents, carers, tutors, work scrutiny and analysis of a wide range of data. Leaders have completed a highly impressive forensic review of all aspects of safeguarding practice across the provision that identifies the key risks and challenges they face to safeguard learners. They act swiftly on their findings to make the improvements needed.

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Leadership and governance Expected standard

Leaders understand very well the strengths and priorities for improvement of the provision. Their very well-considered programme of quality assurance and improvement strategies has led to sustained improvements in the provision. Since the previous inspection, leaders have made gains on all fronts. For example, the proportion of learners who achieve their qualifications, including in English and mathematics, has improved considerably. Learners’ retention and attendance have improved and are high.

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Leadership and governance Expected standard

Governors have relevant experience and expertise that they bring to their roles. They, and senior leaders at Catch22, effectively scrutinise the provision. Governors hold leaders to account for the performance of each college effectively. For example, they challenge leaders about the higher number of young people not in education, training or employment at some sites when they leave Catch22.

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Leadership and governance Expected standard

Most staff feel that leaders are considerate of their workload. However, at some colleges staff feel overwhelmed because of staff shortages. Despite this, they are proud to work at the college. Leaders make sure that staff benefit from well-considered and targeted training and development that staff appreciate.

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Participation and development Strong standard

Leaders and staff share a common mission to promote social equity by empowering learners, who experience multiple disadvantage, to develop and thrive. They create a highly inclusive culture in which learners feel safe and can focus on their studies. Learners have not experienced any instances of bullying or harassment. They have confidence that staff would promptly tackle any such behaviour.

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Participation and development Strong standard

Leaders provide learners with an extensive and highly effective personal development curriculum. This includes topics such as drug and alcohol misuse, consent, online safety, sexual health and knife crime. Consequently, learners understand these topics very well and speak confidently about, for example, coercive control and keeping themselves safe when they are online.

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Participation and development Strong standard

Leaders carefully monitor learners’ attendance. They understand very well the specific barriers that learners face. Staff support learners very well to enable them to improve their attendance. For example, learners on child in need plans, child protection plans and care leavers improve their attendance. They become motivated and show commitment to their learning as their attendance improves. As a result of leaders’ actions, attendance shows sustained improvement overall and is high at most colleges.

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Participation and development Strong standard

Staff support learners effectively to make informed decisions about their next steps. They work very well with learners to understand their individual goals. Consequently, most learners are very clear about their next steps and career pathways. Most move on to further education and training once they complete their course.

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Achievement Needs attention

Leaders have a sustained track record of improving the proportion of learners who achieve their qualifications, including in English and mathematics. Many learners who complete their studies gain a qualification for the first time in their lives and leave with a strong sense of purpose. A high proportion move into positive destinations. However, there is variation in how well learners achieve between colleges and overall. Not enough learners gain the qualifications in the subjects that they study.

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Achievement Needs attention

Many learners progress well while at Catch 22. For example, learners on courses in English for speakers of other languages, who are unaccompanied asylum seekers and have recently arrived in the country speaking very little English, make significant progress in a short period of time. As a result of their courses, learners not only improve their communication skills, but they develop the confidence to integrate in their local communities, socialise with their peers and become more independent in their day-to-day lives.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of the quality of their curriculum, teaching and training. They have found it a challenge to recruit and retain suitably qualified and experienced tutors to teach the curriculum. Their reliance on agency staff and new, inexperienced staff has an adverse impact on the quality of teaching and training that learners receive. Leaders are aware of the need to improve the recruitment and retention of qualified staff but have yet to deal with this problem.

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Curriculum and teaching Needs attention

In a few cases, leaders do not ensure that the curriculum is matched well enough to learners’ prior attainment and abilities. Most tutors use an appropriate range of strategies so that learners remember what they are taught. For example, they use demonstrations, discussions and small-group activities effectively. Tutors of courses in English for speakers of other languages frequently recap the basic rules of grammar, such as using full stops and capital letters. However, some tutors do not consistently adapt their teaching to meet the varied needs of learners in their classes.

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Curriculum and teaching Needs attention

Leaders review and amend the curriculums effectively to ensure they reflect local jobs markets. For example, they have introduced training in warehousing in the north east where there are job vacancies. They have also introduced new provision in the north west in response to the need to reduce the number of young people, who are not in education, training or employment.

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Curriculum and teaching Needs attention

Most tutors provide helpful feedback to learners that outlines what they need to do to improve the standard of their written work. Consequently, learners make improvements in their work and produce work that is of a suitable standard and, in some instances, of a high standard.

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Participation and development Strong standard

Staff support learners very well to help them make significant gains in their personal development. They work well with other agencies to provide bespoke support that meets learners' needs very well. During their time at Catch22, learners substantially grow in confidence, mature as individuals and develop the knowledge, skills and behaviours that they need for adult life.

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Participation and development Strong standard

Staff ensure that learners study in very calm, safe and highly inclusive centres. Learners work cooperatively with each other and show respect for each other and for staff. They behave very well. They follow rules and instructions because staff set high and very clear expectations for them. Staff promptly and very effectively manage the few instances of poor behaviour or use of inappropriate language.

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Participation and development Strong standard

Learners benefit from a comprehensive wider curriculum that develops their knowledge and skills very well. Learners cover a wide range of highly relevant topics, such as sexual health, how to protect themselves from knife crime, county lines and staying safe in the community. They learn about and understand the risks and the dangers associated with extremist views and radicalisation.

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Participation and development Strong standard

Learners receive very helpful careers information, advice and guidance to plan their next steps, through individual and group sessions. They understand their next steps very well and most plan to continue in learning and take higher-level courses.

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Participation and development Strong standard

Leaders closely monitor learners’ attendance. When learners’ attendance drops, leaders work well with others, such as parents and carers, to understand fully the barriers that learners face. They put in place highly effective support that helps learners improve their attendance.

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Achievement Expected standard

Learners make positive progress from their starting points. They develop valuable new knowledge, skills and behaviours throughout their time at Catch22. Learners achieve a range of vocational and personal targets that are closely aligned to the outcomes in their education, health and care plans. For example, they learn to travel independently in their community and improve their communication skills.

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Achievement Expected standard

Learners develop their English and mathematics skills well and gain in confidence to apply these in their daily lives. For example, they develop mathematical skills through calculating the costs of everyday items. At Catch22 Maidstone, most learners complete their studies and achieve their qualifications in line with their peers.

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Achievement Expected standard

Learners are well prepared for their next steps. They prepare for interviews through role plays, learn to dress appropriately and use their improved English skills to write CVs. They gain practical work experience through, for example, catering at external events.

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Curriculum and teaching Expected standard

Leaders have well-established links with partner organisations that support young people with high needs. They work closely with local authorities, schools and specialist agencies to understand learners' specific needs and make sure that learners follow a suitable curriculum.

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Curriculum and teaching Expected standard

Suitably qualified tutors thoroughly assess learners’ needs at the start of their course. Tutors benefit from an experienced and qualified special educational needs coordinator to set targets and put in place strategies that are very well tailored to meet learners' needs, including those identified in learners’ education, health and care plans. Leaders thoughtfully design the curriculums so that they support learners well to settle into Catch22.

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Curriculum and teaching Expected standard

Learners benefit from consistently high-quality teaching. Tutors teach curriculums effectively that are personalised to meet learners’ individual needs. They explain lesson aims clearly and use resources, such as visual prompts, to help learners understand what they are taught. They check learners' understanding and gaps in learners’ knowledge effectively. They identify and correct errors in learners' written work so that learners improve their spelling, grammar and punctuation.

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Curriculum and teaching Expected standard

Tutors and staff frequently and effectively monitor the progress that learners make. They work well with parents, carers and other agencies to monitor learners' progress towards their personal and academic targets. Tutors and teaching assistants adapt the level and type of support offered well so that learners work with increasing independence. They very effectively teach learners the skills they need to manage their own behaviour.

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

Learners, including those with high needs, can join a course at Catch22 at any time of the year. They benefit from a warm welcome and an inclusive environment, wherever they study. Learners speak highly of their time at Catch22 and say that others like them should choose to study here.

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

Learners receive highly effective, well-tailored support from caring staff that promotes their personal development very well. Learners feel safe. Staff build trusting relationships with learners and understand very well their different needs. Staff consistently act in their learners’ best interests and go the extra mile to promote their wellbeing.

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

Learners, many of whom have a history of low attendance and achievement, benefit from flexible approaches that promote their participation very well. For example, staff adapt learners’ timetables, using a mix of online and face-to-face teaching. These approaches gradually increase learners’ motivation and engagement with the curriculum and support on offer. However, the academic progress that learners make is not consistently rapid because the quality of teaching varies too much across colleges and is not consistently high.

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

Learners with high needs, nearly all of whom study at Catch22's Maidstone college, develop significant new skills and knowledge that promotes their independence well. For example, they learn different ways to prepare and cook healthy meals, understand hazards in the kitchen and work safely. Over time, learners work more independently and make great gains in learning relevant new knowledge, skills and behaviours.

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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 wider curriculum that promotes their personal growth very well. Through this, and the individual support offered by staff, learners significantly develop their resilience and confidence. They learn how to keep themselves safe and have healthy relationships. They take part in exciting adventure weekends through British Exploring. A high proportion participate in the Duke of Edinburgh Award. Through these activities, learners make new friendships and develop their social skills very well.

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Next steps

Leaders should ensure that there is a full staffing establishment, so that staff have manageable workloads and all learners, wherever they study, experience a high-quality curriculum. Leaders should ensure that teaching is of a consistently high quality across centres. Leaders should ensure that a high proportion of learners achieve their qualifications. Leaders should ensure that they use the high-quality information that they have to inform their inclusion strategy.

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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 HMI.

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About this inspection

Inspectors spoke with senior leaders, governors, leaders, managers, tutors, staff, learners and other key stakeholders during the inspection.

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About this inspection

Catch 22 Charity Limited (Catch22) is a registered charity that provides a wide range of services, including schools, alternative education provision, social justice and rehabilitation programmes. This inspection focused solely on the training and education that the charity

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Team inspectors:

Saher Nijabat, His Majesty's Inspector Kanwaljit Dhillon, Ofsted Inspector Maggie Fobister, Ofsted Inspector Joanne Keatley, Ofsted Inspector Rebecca Iverson, 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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provides as an independent learning provider.

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At the time of the inspection, there were 223 learners on education programmes for young people based at 8 colleges in the North East, North West, Midlands, South East and London. There were 13 learners with high needs, most of whom study at Catch22 college Maidstone. Catch22 colleges in Nottingham and London have a high proportion of learners with English as a second language (ESOL). There were fewer than 5 learners on supported internships in the north east.

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Learners study vocational courses at entry level to level 2 in customer service, warehousing, health and social care, construction and ESOL. Alongside their vocational studies, learners take English, mathematics and digital skills qualifications.

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Many learners face significant and multiple barriers in their lives and start their programme with a history of poor attendance at school and few or no qualifications. A very high proportion join with no English or mathematics qualifications and have special educational needs and/or disabilities.

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Head of operational governance: Alex Stoddart

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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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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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Year This provider 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. 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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