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Current provision and outcomes for 16- to 18-year-old learners with learning difficulties and/or disabilities in colleges
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2007
- Pagination:
- 17p.
- Place of publication:
- Manchester
The findings of this report derive from a survey of 22 colleges and eight local Learning and Skills Councils, and an analysis of the reports of 13 inspections. The purpose of the survey was to evaluate provision for learners between 16 and 18 years of age with learning difficulties and/or disabilities in post-16 settings.
Communication and consultation with children and young people with learning disabilities: Bridges Resource Centre
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 3p.
- Place of publication:
- Manchester
A description of good practice from the Bridges Resource Centre, a respite care centre near Wokingham, which demonstrates flexible and effective approaches in relation to communicating and consulting with children and young people with learning disabilities and a complex mixture of communication difficulties. A recent extension of the centre prompted the consultation to ensure the children and young people were able to have their say.
Progression post-16 for learners with learning difficulties and/or disabilities
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 43p.
- Place of publication:
- Manchester
This survey evaluates the arrangements for transition from school and the provision in post-16 settings for learners with learning difficulties and/or disabilities up to the age of 25. Through visits to 32 providers and the completion of 111 detailed case studies, inspectors assessed the effectiveness of provision in enabling learners to develop greater independence, and progress to further learning or open or supported employment.
Children in need in childcare: a survey of good practice
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2010
- Pagination:
- 22p.
- Place of publication:
- Manchester
This small-scale survey identified factors that contributed to positive outcomes for children in need in a range of different types of early years and childcare settings. Between October 2008 and April 2009, inspectors visited 20 day-care settings on non-domestic premises and five childminders in four local authorities. The survey demonstrated that high-quality childcare settings made an important contribution to children in need by identifying their additional needs early on. A recurring strength in the visits was the high level of experience and relevant qualifications among the practitioners. The close relationships they established with the children’s families and the strong links with professionals from a range of other agencies meant that they were able to play their part in ensuring that the children in need received timely, coherent and well-coordinated support, both during their time in the settings and when moving to school or other provision. Recommendation to improve the support given to children in need, all childcare providers and practitioners should: evaluate their own practice regularly to consider how well they support children identified as being ‘in need’; consider how they might make better use of information and communication technology to enhance children’s learning; involve the children, young people and their families in planning and evaluating provision; keep resources under review to ensure they match the needs of the children cared for; ensure that they liaise with other providers, professionals and representatives of organisations working to improve outcomes for children with different needs to share good practice.
Best practice in safeguarding in colleges: report summary
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 4p.
- Place of publication:
- Manchester
The framework for the inspection of further education and skills has a strong emphasis on keeping learners safe. This summary presents the key findings of a survey of best practice in colleges based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10. The colleges include general further education colleges, sixth form colleges, and independent specialist colleges catering for learners with learning difficulties and/or disabilities.
Best practice in safeguarding in colleges: a survey of best practice in safeguarding based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 22p.
- Place of publication:
- Manchester
The framework for the inspection of further education and skills has a strong emphasis on keeping learners safe. This survey presents best practice based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10. They include general further education colleges, sixth form colleges, and independent specialist colleges catering for learners with learning difficulties and/or disabilities. Areas of good practice discussed include: promoting safeguarding, training, safeguarding vulnerable groups, promoting safeguarding through teaching and learning, keeping the college's environment safe, and safe recruitment of staff. Points are illustrated with examples of good practice. Annexes provide the names and brief profiles of the colleges visited.