|Name||Farleigh Further Education College - Frome|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 November 2018|
|Address||North Parade, Frome, BA11 2AB|
|Type||Independent Specialist College|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about the provider
Farleigh Further Education (FE) College is an independent specialist college for young people with a diagnosis of autism spectrum disorder or Asperger syndrome. Students often have other complex needs and find learning in traditional settings, without specialist support, extremely challenging. The college provides students with residential and day placements. Students follow individualised learning and support programmes which are based on their individual needs, interests and previous educational experiences. The curriculum offers students the opportunity to learn flexibly, often combining a course at one of two local further education colleges with a course in the newly refurbished specialist college and making use of a range of off-site learning opportunities and personalised work-based learning placements. The residential accommodation is modern and enables students to live in homes in the heart of the community.
Summary of key findings
This is a good provider Students receive excellent, sensitive support from managers, tutors and support staff in classes, on work experience and in their places of residence. All students follow individualised timetables that support their progress very well. Students make good or better progress in developing new skills and knowledge, and improving their behaviours for work, for further study and for living independently in the community. Leaders and managers have developed strong partnerships with two local further education colleges. As a result, many students study on level 2 and 3 vocational and academic courses at the colleges. Leaders and managers have fostered a strong culture of safeguarding at the college. All staff know their students extremely well and they quickly identify and provide excellent support to students when they are having a difficult time or making important decisions. Students attend high-quality work placements that relate closely to their medium-term ambitions and goals. For example, students studying history help guide visitors at the Stonehenge site. Leaders and managers have invested significantly in the refurbishment of the college building, which has created professional, positive and calm classrooms, workshops and student breakout rooms. Leaders and managers do not gather the views of other people involved in the college – such as students, parents and carers, employers and community partners – to help them plan and make decisions. Tutors do not always set students challenging enough learning targets. Too many students do not know their targets and do not always have a chance to discuss them with their tutors. Some students do not receive purposeful written feedback on their course work. Leaders and managers have started to collect useful information about achievements and the quality of provision, although they are not yet using this fully to inform future plans.