Linkage College

Published date March 2010 Inspection Number 343864 Unique reference number: 131913

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Address:

Toynton Campus Toynton All Saints Spilsby Grimsby Lincolnshire PE23 5AE Telephone number: 01472 372400 Linkage Community Trust

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Focused monitoring visit report

Focused monitoring visit: Linkage Community Trust, 3 February 2010 2 of 5

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Context and focus of visit

Linkage College is part of Linkage Community Trust, a registered charity and company limited by guarantee. The college operates from two main sites at Weelsby and Toynton, and, since the last inspection, from the Louth Centre located midway between the two. The college provides residential and day further education for learners with learning difficulties and disabilities, many of whom also have conditions such as Down’s syndrome, Fragile X syndrome, Tourettes, autistic spectrum disorders, epilepsy, speech and language difficulties, cerebral palsy and emotional and behavioural difficulties. All learners are placed within one of the three programme areas which provide progression routes for learners as appropriate. At the time of the monitoring visit there were 219 learners, 186 of whom were residential and 33 day. The college’s overall effectiveness was judged to be outstanding at the last full inspection in December 2007. Monitoring visits took place

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Context and focus of visit

in June 2008 and 2009 and on both occasions the college was judged to have made either reasonable or outstanding progress in the aspects of provision inspected.

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progress

At the last inspection there was insufficient use made of data to inform planning and the setting of targets for increasing achievement. The college has significantly improved the breadth and rigor of its quality assurance monitoring, evaluation and use of data to identify areas for improvement. Managers are now provided with useful information to use with their staff teams to bring about improvements to provision. However, although self-assessment has improved since the last inspection, meaningful and relevant data on which to base judgments contained within the report are less evident. Although the 2009/10 quality improvement plan contained clearly identified objectives and actions, it did not include targets for improvement or success criteria related to learner outcomes. As a result, the absence of measurable targets or success criteria has hampered the college’s ability to effectively evaluate

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progress

how successful the actions have been in bringing about improvements. The college has plans to address this as they continue to develop the 2010/11 quality improvement plan.

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progress

Achievement levels of learners gaining accredited awards have significantly increased since the last inspection. There is rigorous monitoring of individual learners’ progress and data are used well to ensure that the vast majority of learners achieve their Focused monitoring visit: Linkage Community Trust, 3 February 2010 3 of 5

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progress

medium and long term goals. Learners progress well through their externally accredited courses which are planned appropriately to ensure they achieve their long-term goals. Learners make good progress in relation to their independence skills which enhances their successful transition into mainstream education and training. Many progress onto vocational courses at general further education colleges and a significant number (17%) gain employment on leaving the college.

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progress

At the last inspection the matching of the quality of teaching across the Weelsby and Toynton campuses was a key area for improvement. Significant progress had been made at the time of the previous two monitoring visits in the college’s development of its monitoring and support systems to improve teaching and learning. Inspectors continue to have confidence in the thoroughness of the current observation scheme and agreed with college observers’ judgments on teaching and learning. Analysis of the college’s observers’ feedback to teachers following observations is satisfactory overall. There is good attention paid to health and safety and good planning to meet individual needs. However, on the college’s lesson observation forms, there are insufficient comments made by observers to indicate how the teacher could improve the promotion of equality and diversity. Teachers’ planning does not indicate how they will address learners’ understanding of equality and diversity well enough. Skills

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progress

for Life targets are not always included in lesson planning leading to missed opportunities to record achievements in relation to literacy and numeracy.

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progress

At the last inspection opportunities were missed to integrate the development of core skills across all programme areas. The implementation of the Skills for Life strategy is now thorough and effectively implemented across the college. A variety of delivery modes are used which include the embedding of literacy, numeracy, communication and information communication technology (ICT) in lessons, discrete provision and one-to-one sessions as requested. A Skills for Life champion is in place on both sites to support the embedding of Skills for Life and functional skills. In 2008/09, 79% of all graduating learners gained a Skills for Life qualification. This improvement in outcomes for learners is related to improved initial and diagnostic assessment and increased motivation demonstrated by learners. Staff are very well qualified and a comprehensive professional development programme is supporting their

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progress

Focused monitoring visit: Linkage Community Trust, 3 February 2010 4 of 5

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progress

At the last inspection the college did not fully analyse data on learners’ achievement in relation to disability, race and gender and did not complete impact assessments. Action plans were not sufficiently evaluated. The equality and diversity action plan is now clear, well focused and monitored monthly. A single equality scheme is currently being developed that will amalgamate the gender, race and disability schemes. The college is able to give many examples of how the impact assessments have improved provision for learners. For example, by widening doors and improving provision for day learners at Toynton. Data are now effectively analysed in relation to disability, race and gender. The college has very successfully raised the profile of equality and diversity issues but its effective promotion in lessons is less evident. inspects to achieve excellence in the care of children and young people, and in education

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and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection.

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If you would like a copy of this report in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk.

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann’s Square Manchester, M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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