Trent View College

Trent View College

Address: West Common Lane, Scunthorpe, North Lincolnshire, DN17 1DS Unique reference number (URN): 149721

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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, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Students progress well through the curriculum from their individual starting points. This includes students with a variety of different needs. Staff check students' progress carefully and act quickly when a student needs extra help. They put tailored support in place so that students close gaps in their knowledge.

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Achievement Strong standard

Students develop secure communication and language skills, which they refine through real- world activities and work experience. They become increasingly able to apply what they have learned in new situations and to reflect on the quality of their own work.

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Achievement Strong standard

Students gain qualifications, for example entry-level and enhanced vocational qualifications, that prepare them well for their next steps. They move on to meaningful destinations, including paid employment, training, further education and supported living. Staff maintain contact with students after they leave the setting and continue to offer guidance. They check that each student remains engaged in learning, receives appropriate community support where needed and stays in employment.

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Attendance and behaviour Strong standard

Students attend college regularly. Leaders make attendance a high priority because they know that it underpins students' success. Staff work closely with parents and carers to help them understand why regular attendance matters. When a student's attendance falls, staff act quickly to find out why. They then put in place support that meets the student's needs and helps them to return to college, for example supporting individual transport needs through arranging easier student pick-up and drop-off times. This support is effective, including for students who face significant barriers to attending college.

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Attendance and behaviour Strong standard

Students behave well in lessons and around the college. They show positive attitudes to learning and persevere when they find work difficult. Students listen carefully to staff and to each other. This helps them to work safely, for example when they use lifting equipment in the vehicle workshop or bake for the college cafe. On work placements, students behave professionally and reliably. Students treat each other with respect and value one another's differences. Bullying is rare. If it happens, staff deal with it effectively. Staff understand how students' needs can affect their behaviour. They adapt their approaches so that each student receives the help they need to manage their behaviour. When concerns arise, staff work with families to agree how best to support the student.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that prepares students well for adult life. They regularly refine it to reflect students' interests and aspirations. The curriculum sets out clearly the knowledge and skills that students will learn and the order in which they will learn them. This helps students to build their knowledge securely over time. Teachers have secure subject knowledge and explain new content clearly. They typically ask well-considered questions to check what students understand and give prompt feedback to correct misconceptions. Teachers often give students opportunities to revisit earlier learning, which helps them to remember it. Teachers generally adapt their lessons skilfully so that each student is suitably challenged and supported. The college opened in September 2023. Leaders' work to refine the curriculum and teaching has not yet had time to show a sustained impact on students' learning over time.

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Curriculum and teaching Strong standard

Students apply what they learn in practical, real-world settings. In the 'Trent Brew Cafe', they use their mathematical knowledge to handle money and their communication skills to serve customers. Students who study horticulture grow and care for plants to a high standard. They recently received recognition for their gardens in a national competition.

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Inclusion Strong standard

The college is highly effective at removing the barriers to learning that students face. All students have special educational needs and/or disabilities. Staff identify students' needs precisely when they join the college through pulling together information from families, previous settings and other professionals. Leaders make sure that staff have the specialist expertise they need to meet this wide range of needs. Staff review this information regularly and adjust support as students' needs change.

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Inclusion Strong standard

Staff are particularly skilled at supporting students with multiple and complex needs. This includes autistic students, those who experience social or emotional difficulties and those with physical disabilities. Staff understand each student's circumstances well and use this knowledge to adapt how they teach. They use visual signs, adapted resources and a range of communication approaches so that students understand what they are learning. Staff support students well in lessons, giving just enough help for students to succeed while encouraging them to try things for themselves. As a result, students overcome their barriers and access the full curriculum successfully.

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Inclusion Strong standard

Leaders make sure that disadvantaged students benefit fully from all that the college offers. One-to-one support and counselling is available at all time to the students in this college. Staff also help students to develop independent study skills. This means that students become increasingly confident to learn by themselves.

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Leadership and governance Strong standard

Leaders have an ambitious vision for every student to thrive and to be well prepared for adult life. This vision shapes their strategic decisions. Leaders know the college's strengths and areas for development well. They check the quality of education carefully, using information about students' progress, samples of their work and students' views. Leaders use what they find to set well-considered strategic priorities. They seek out ideas from across the trust and beyond to further improve the college. Leaders consistently ensure that students benefit from a high-quality education.

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Leadership and governance Strong standard

Governors fulfil their statutory duties effectively. They understand the college's context and priorities well. Governors visit the college regularly to see its work first hand. They use what they learn to hold leaders to account and to provide appropriate support. Leaders invest in staff's professional development. Staff complete nationally recognised qualifications that strengthen their expertise. Staff reflect on their own work and share good practice with colleagues across the trust. Staff value the training on offer. They apply what they learn well in their teaching. This helps to sustain high-quality teaching across the college. Staff are passionate about their jobs and enjoy working at the college. They report high levels of care from leaders.

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Leadership and governance Strong standard

Leaders build productive partnerships with local employers and industries. These partnerships broaden what students can do and learn, for example through work experience. Leaders also work closely with parents and carers. Parents receive regular communication about their child's progress and successes.

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Personal development and wellbeing Strong standard

Leaders place students' personal development at the heart of the college's work. The college's values of pride, aspiration, resilience and nurture shape students' experiences. Students show these values in how they approach their learning and how they treat others.

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Personal development and wellbeing Strong standard

Students follow a well-planned personal development curriculum. They have a secure understanding of how to keep themselves safe, including online. Students know what makes a healthy relationship and understand that families can differ. They explain clearly why prejudice is wrong and why respect, tolerance and individual liberty matter. Students understand the rule of law and why communities need rules. They talk confidently about how these ideas apply to their own lives.

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Personal development and wellbeing Strong standard

The college prepares students well for adulthood. Through its 'opening doors' activities, students regularly visit community settings, where they practise skills such as using public transport or shopping. Partnerships with local employers give students valuable experience of the world of work. Students receive helpful careers guidance that supports them to make informed choices about their next steps. These experiences build students' independence and self-esteem.

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Personal development and wellbeing Strong standard

Leaders support students' spiritual, moral, social and cultural development well. Students develop a clear sense of right and wrong. They learn about different faiths and cultures and show respect for people whose lives differ from their own. They work together well and contribute to college life, for example through joining the choir, entering external competitions and being kind to each other. Trips and visits broaden students' understanding of the wider world and their sense of what they can achieve.

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Personal development and wellbeing Strong standard

Staff know students well and care deeply about their wellbeing and futures. Students know whom to speak to if they have a worry, and they trust staff to help them. For example, mentoring or therapeutic support throughout the transition to a new setting or provision helps calm the students. As a result, students leave the college as confident young people who are ready for adult life.

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What it's like to be a pupil at this school

Students thrive at this college. Staff get to know each student well and build warm, trusting relationships with them. As a result, students feel safe, settle quickly and grow in confidence. They enjoy being with their teachers and friends, and they are proud of their college.

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What it's like to be a pupil at this school

Students enjoy their learning because it connects to their interests and to the world beyond the college. They serve customers in the 'Trent Brew Cafe', grow plants in the college gardens and use specialist equipment in the vehicle workshop. These experiences help students to see how their learning will be useful in their adult lives. Staff have high expectations of every student. They help students to overcome their barriers to learning so that they progress well through the curriculum. Students who study horticulture were recently recognised in a national competition, which is a source of great pride across the college.

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What it's like to be a pupil at this school

Students attend college regularly. They behave well and treat staff and each other with kindness and respect. In lessons, students listen carefully, work together sensibly and help their peers. They persevere when they find work difficult and respond well to feedback from staff.

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What it's like to be a pupil at this school

The college prepares students well for their next steps. Students learn how to keep themselves safe, including online, and how to become more independent in the community. They take part in a wide range of activities with local partners and employers that build their self-esteem and broaden their horizons. Students leave the college well prepared for further education, training, employment or supported living.

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What it's like to be a pupil at this school

Parents and carers receive regular messages from staff that celebrate their child's successes. Staff work closely with families so that they understand how best to support students at home. Students leave as confident young people who believe that they can achieve their ambitions.

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Next steps

Leaders should further refine the curriculum so that students build their knowledge, skills and independence even more effectively over time. Leaders should continue to develop the college's wider work so that the benefits of the high-quality provision on offer are sustained and evident in the long-term outcomes and wellbeing of all students.

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About this inspection

This college is part of Wellspring Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Wilson, and overseen by a board of trustees, chaired by Cheryl Hobson.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England. Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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What does this mean?

This inspection took place on 15 and 16 September 2026.

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What does this mean?

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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What does this mean?

Inspectors spoke with the principal and other school leaders. They also spoke to pupils, parents and carers. They also spoke to representatives from the local governing board and the CEO.

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What does this mean?

The lead inspector spoke with the CEO of the trust; however, no other trustees were available to meet with inspectors as part of the inspection.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school 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 school 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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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