|Name||Activate Community and Education Services|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 October 2017|
|Address||The Bracknell Centre, Bracknell Avenue, Southdene, Kirby, Merseyside, L32 9PW|
|Phone Number||0151 545 1279|
|Type||Independent Specialist College|
|Religious Character||Does Not Apply|
|Number of Pupils||unknown|
Information about the provider
Activate Community and Education Services (Activate) is a charity that provides a variety of specialist services for young people who have a range of learning difficulties and/or disabilities. Approximately half of the current learners have complex learning difficulties and/or disabilities. Activate received its first direct-funding contract in 2014. Activate offers day provision for learners for three days a week, 37 weeks a year. Activate has two sites. The main site is located at Kirkby in Knowsley and the second site is at Birkenhead, on the Wirral. At the time of inspection, Activate had 59 learners, of which 50 were based at the Knowsley centre. The study programme provides learners with education, training and support towards independent living, supported employment, further education and community engagement. The Knowsley site has a range of vocational facilities, including animal care and horticulture.
Summary of key findings
This is a good provider Extremely effective leadership has improved the culture of the organisation significantly. Leaders’ exceptionally high expectations of staff and learners have improved the quality of teaching, learning and assessment so that it is good. Personalised information, advice and guidance and impartial careers guidance ensure that learners have highly individualised learning programmes that support their next steps when they leave the centres. Staff benefit from a wide range of relevant training and development opportunities. This has improved their teaching practices considerably, particularly in meeting the needs of learners who have complex learning difficulties and/or disabilities. Staff use a range of specialised learning resources skilfully in lessons, enabling most learners to make good progress, develop their communication skills and make decisions for themselves. The proportion of learners who achieve accredited qualifications, including English and mathematics, is good. All leavers in 2016/17 progressed to further education, supported employment, volunteering or community projects. Leaders do not use the findings from their observations of teaching, learning and assessment effectively in staff performance reviews. They do not robustly identify key actions to improve staff performance further. Staff do not make sufficient use of the long-term personal objectives of a very small minority of learners to enable them to achieve all of their personal goals by the time they leave the centres. Actions identified in the quality-improvement plan are not specific enough to measure accurately the rate at which key weaknesses are improved.