Agenda item

David Pells, from Orchard Hill College, introduced the College.

Orchard Hill College operated across multiple areas including Hillingdon, Kingston, Southwark, and Sutton. The college had 11 sites and links with 14 schools that were part of their Academy. The site in Hillingdon had approximately 85-90 students.

There was a focus on working on Preparing for Adulthood (PFA) outcomes in employment, good health, independent living, and friends & relationships. These were related to the young peoples’ EHCPs. There were also students who did not have EHCPs who were funded through the education budget.

There was a supported internship program, one based at the Civic Centre and one based at Hillingdon Hospital.

Members asked about the criteria for student admissions. There were a range of needs at the college including young people with medical needs and those with moderate to severe learning difficulties. The admissions process included expressions of interest from parents; assessments by a panel; and visits to schools to determine the support and funding needed.

Members inquired about the changes implemented as a result of student feedback. The Student Council meetings and the "You Said, We Did" report highlighted examples such as planning social activities and improving timetables.  Regarding Student Council meetings, efforts were being made to standardise the agenda across all regions. Students had felt they did not have enough opportunities for activities outside the college. Consequently, the college had partnered with Brunel University of London, who had allowed the college to use their facilities once a month for a nightclub event. The first event was scheduled for the 27 February, and student participation was being encouraged. Additionally, the College had established strong connections with social care colleagues and local feeder schools. The Student Council was focused on addressing student concerns, such as access to town and community involvement. The college was collaborating with local authorities to improve these aspects for young people. The goal was to enhance student engagement with the community and provide more opportunities, ensuring consistency across all of the college’s sites.

Members inquired about the support provided to students progressing to higher education or careers. The primary course was a three-year program centred on Preparing for Adulthood (PFA) outcomes, which included planning for students' post-college destinations. For example, some learners attended the gym at the leisure centre, and it was ensured that this continued after they finished their course. In the third year, during the annual review, the college suggested a post-college timetable to support the transition. This included arrangements for gym attendance and identifying any necessary support, such as a personal assistant. For employment, the college explored voluntary and paid job opportunities. They had established connections with various companies, including Uxbridge Football Club where some students had secured voluntary and paid positions. Additionally, supported internships were available for students who are suitable for this pathway, providing a stepping stone after completing the three-year course. The college also explored voluntary opportunities with charity shops and food banks, aiming to achieve the best aspirations for students, including paid work. Job coaches supported students by attending events and career fairs, working on interview skills, and providing career guidance. The college also focused on building friendships and relationships, particularly for students with profound and multiple learning disabilities (PMLD). Activities such as archery at the town centre were organised to ensure continuity after college. For students requiring additional support, the college collaborated with social care to facilitate their transition. Some PMLD learners attend day centres like Queens Walk, where they engage in activities and hydrotherapy. The college also offered a Work Start program, a two-year course for high-ability students, which included job coaching to support them in securing paid work. This program focuses on employability skills, assessed units, and functional skills in math and English. The goal was to help these students secure paid employment, working closely with social care to explore various support avenues after they finish college.

Members asked about the college's capacity for future growth. There was limited space but a desire to expand supported internships and work start programs.

Members inquired about how the Council could assist. The College would benefit from being known more widely in the area. They had been based next to Hillingdon Leisure Centre for approximately 30 years, and there was a desire to increase awareness about Orchard Hill College and its offerings. The importance of participating in events to raise the profile of their students was highlighted. Some students recently attended the SEND Youth Forum, which provided an excellent opportunity for interaction and discussion about effective practices. The need for more opportunities for young people to secure paid employment, voluntary positions and work experience was emphasised. The supported internships had been backed by a number of local businesses, and the importance of community engagement was reiterated.

Members asked about future capacity. The need for increased capacity was acknowledged as there were challenges of limited space, which restricted the possibility of expansion. Despite these limitations, there was a strong desire to increase the number of students. The college was exploring various options to address these space constraints. A significant number of students with profound and multiple learning disabilities (PMLD) attend the college, often accompanied by family and friends, which further emphasised the need for additional space. The college was particularly focused on expanding its supported internships, which were currently off-site (at the Civic Centre and Hillingdon Hospital). There was a keen interest in growing these programs to accommodate more students, especially those at entry level and above. Members asked if this had been communicated to the Council and it was confirmed that it had been.

Members inquired about the life-changing learning opportunities provided by the college. Several success stories of students who had benefited from various programs and support services were shared:

One notable example involved a wheelchair user who initially had no communication aids and struggled to be understood. With the support of speech and language therapists, the student was provided with a grid pad, an iPad with pages for different communication needs, such as family, friends, and activities. This aid enabled the student to vocalise their needs and participate more fully in the community. The student had also been involved in enterprise activities, such as making items to sell at the Christmas market, which was a great success.

Another success story involved a student with significant mental health challenges who had been out of school for several years. After joining the Work Start course, the student began attending regularly and secured two work placements: one at a reptile house and another at a dog grooming company. The student also worked at a football club, where they were offered paid work, although they were not yet ready to take that step. The student was now considering a supported internship program, potentially at Thorpe Park, which had been life-changing for them.

Additionally, there was the story of a young lady who initially lacked travel training skills and was unable to travel alone. With the support of a teaching assistant, she learned to navigate her route from home to college and was now working on traveling independently to her work placement at a hair salon in West Drayton. This progress had been transformative for her and her family.

Members congratulated the College for its outstanding Ofsted inspection in 2019 and inquired about preparations for the next inspection. Recent preparations included a health check conducted by a former Ofsted inspector, which involved learning walks and observations of teachers. Feedback was provided to the inspector who confirmed that their assessments were aligned. Additionally, the assistant principal conducted safeguarding talks, receiving positive feedback. The college had implemented intervention plans for students who needed them and offered contextual safeguarding sessions on relevant topics such as mental health and e-safety. New teachers underwent a comprehensive two-week induction process, covering essential training in areas like behaviour support and physio training. Only after completing this induction did they begin classroom teaching. The college conducted regular learning walks every couple of weeks and formal observations once a month. Teachers who did not meet the required standards were placed on development plans, receiving one-on-one support from the deputy head or head of college. The focus was on providing targeted feedback to help teachers improve without overwhelming them.

Members thanked the witness for attending and commended the work of the college.

RESOLVED: That the Committee noted the report