|Name||Activate Learning Closed|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 December 2017|
|Address||Oxpen Road, Oxford, Oxfordshire, OX1 1SA|
|Type||General Further Education and Tertiary|
|Religious Character||Does Not Apply|
|Number of Pupils||unknown|
Information about the provider
The Activate Learning group comprises education divisions spanning further education, higher education, apprenticeships and schools. Further education is offered at the three main campuses of Reading College, City of Oxford College and Banbury and Bicester College. Apprenticeship provision is delivered through Activate Apprentices. In 2016/17, Activate Learning recruited approximately 9,614 further education and adult education learners and apprentices. The vast majority of students are on full-time study programmes, but with a significant number on adult learning programmes and a smaller number on apprenticeships. Activate Learning also has bespoke provision for learners in receipt of high-needs funding. Activate Learning works with 15 subcontractors.
Summary of key findings
This is a good provider Governors and senior leaders provide a clear strategic direction, vision and mission. Employers’ strong involvement with learning programmes helps prepare learners well for work. Learners develop particularly good personal, social and employability skills. The majority of learners benefit from good teaching, learning and assessment. Teachers help learners to develop their confidence and make good progress. The large majority of learners achieve their qualifications and progress to further education, training or employment because of good support and preparation for their next steps. Outstanding work experience opportunities for learners with high needs help many to progress into work from supported internships. Excellent partnership working with the local community and the local council influences change and promotes a positive image of what learners with high needs can do. Too few apprentices, particularly in construction, plumbing and motor vehicle, complete their programmes by the planned end date. The progress the majority of the current apprentices are making is too slow. A minority of teachers do not use information about learners’ starting points to plan work suited to each learner.