Easton College, City College Norwich and Paston College rated 'Good' by Ofsted with support for learners with high needs rated ‘Outstanding’
29th November 2024
Norfolk’s largest college of further education, comprised of City College Norwich, Easton College and Paston College, has received a ‘Good’ rating from Ofsted in its latest inspection.
The college, which has around 6,200 16 to 18-year-old students, 1,100 adult learners, and 1,000 apprentices (including learners on higher and degree apprenticeships), was graded ‘Good’ in all areas – apart from its provision for learners with high needs, which was rated ‘outstanding’.
Changing Norfolk through learning
Jerry White, Principal, City College Norwich, Easton College, and Paston College, commented:
“Our college is here to change Norfolk through learning, and it is important for our students, apprentices, parents and carers, and employer partners to know that the quality of education we are providing across all our campuses, in Easton, North Walsham and Norwich, is good.
“We are particularly pleased to celebrate our provision for learners with high needs being rated as ‘outstanding’ by Ofsted for the fourth time running. This is a real testament to the commitment of our staff to young people with additional learning needs who, with the right support and challenge, continue to achieve amazing things.
“Their successes reflect the high expectations we have of students and the proactive and innovate approach of staff in adapting the curriculum so that it is genuinely built around students’ individual needs. Supporting young people into employment who never thought this would be possible is not only life-changing for those individuals, it also makes a real impact within their communities.”
Fourth ‘outstanding’ in a row for high needs provision
The ‘outstanding’ rating for provision for learners with high needs marks more than a decade of this provision receiving the top inspection grading, having been awarded this judgement in each of the last three inspections in 2013, 2017 and 2021.
During this time, the college has continued to develop its provision and facilities for learners with Learning Difficulties and Disabilities (LDD). In addition to its well-established expertise in supporting young people with autism, the college expanded its facilities for young people with greater support needs through its PMLD (Profound and Multiple Learning Disabilities) building which was opened in 2015.
In 2019 the college became a national SEND Centre for Excellence. Over 6,000 SEND educationalists and 405 education providers have engaged with the Centre, which is focused on unlocking employment opportunities and developing high-quality teaching for learners with SEND.
The college offers different pathways that are all focused on developing employability skills and employment outcomes for young people with LDD – including through college-based enterprises (Ticket), supported internships (Work Matters), and its employment agency (MINT) which helps around 70 young people into sustainable paid employment each year.
Inspectors praised the college for its ‘exceptionally well-constructed, individually tailored programmes of study’ for learners with high needs, which results in learners being confident, independent and prepared very well for adulthood – with a high proportion progressing to further learning and employment.
Social mobility and inclusion
The inspection report also highlights the college’s strong commitment to prioritising social mobility and inclusivity through the wide range of learning opportunities it offers to young people and adult learners.
The college’s ‘Step Into’ courses, designed for young people who have not achieved well during their schooling, is one of the successful examples given of this. The inspectors also note the role the college plays in supporting adults to return to learning to gain the skills they need to move forward in their lives and work.
The support and culture of welcome the college gives to refugees and asylum seekers, who begin their college learning journeys on English for Speakers of Other Languages (ESOL) courses, saw it named as a College of Sanctuary earlier this year.
Inspectors describe the college as a ‘safe sanctuary’ for asylum seekers, and note the sector leadership it has shown in the area of support for all students with additional learning needs through its position as a national Centre for Excellence for learners with SEND.
Jerry White continues: “We are an inclusive college and providing entry level learning opportunities is an important part of our offer – from asylum seekers needing to develop their English language skills, to young people and adults who did not achieve to their full potential at school, and young people with learning difficulties and/or disabilities.
“Not only have the inspectors said that we are doing these things well, but they have picked up on the welcoming and inclusive environment that permeates each of our campuses and which benefits the whole of our college community.”
Effective teaching supports college’s ambitions for learners
The experiences of the college’s students and apprentices are shaped by the ‘ambitious’ approach of the college’s leaders and governors, inspectors said. A high proportion of the college’s learners study demanding A Level, T Level and equivalent courses, as well as higher and degree apprenticeships.
The report describes the college's students and apprentices as benefitting from effective teaching strategies that make lessons and practical workshops interesting. They gain from a variety of activities that deepen their understanding of their chosen subject.
Inspectors also say that students and apprentices are ‘positive about learning and most work enthusiastically in theory lessons and during practical activities.’
This is underpinned by the ‘trusting relationships’ that learners have with staff and the ‘welcoming and inclusive environment they experience at all college campuses.’ The college’s arrangements for safeguarding were judged to be effective.
Preparing students for their future careers in priority sectors
The college’s work to align its curriculum and facilities to regional skills priorities, and its ‘close links’ with key partners such as the Norfolk Chamber of Commerce, Royal Norfolk Agricultural Association and the NHS, is recognised in the report.
The college’s work with key employers and stakeholders to shape new facilities in priority areas, including its Digi-Tech Factory, Renewables Hub, and Construction Skills Hub, is highlighted by inspectors as providing the ‘industry-standard training facilities’ students and apprentices need.
The college’s employer relationships, together with its ‘mature relationships’ with schools, colleges and universities, help ensure that students and apprentices ‘have a pathway of education and training for the careers they aspire to.’
Effective careers advice and guidance means that students and apprentices are equipped with the knowledge they need to make informed decisions about their next steps, the inspectors said.
Jerry White concludes: “Preparing our students and apprentices for their next steps in learning and work is dependent upon the effectiveness of our partnerships. The inspectors have seen how our curriculum and facilities are aligned to regional skills priorities, including in digital skills, sustainable construction and low-carbon technology.
“The report provides plenty of examples of our students and apprentices having learning brought to life, and learning up-to-date skills for their industries, thanks to the effective teaching strategies, subject knowledge and industry links of our expert teaching staff.”