Learners told Ofsted inspectors they really enjoy learning in safe, highly inclusive and respectful classes, while their work placements meet their individual needs and aspirations very well
An independent specialist college which prepares young people with autism for employment and adult life has achieved ‘Strong Standard’ and ‘Expected Standard’ grades following a recent Ofsted inspection.
The Autism Project (TAP) is part of CareTrade, a charity which supports autistic adults which is based in Elephant and Castle in South London. TAP offers a full-time employability programme for autistic young people aged 18-25 with an Education Health and Care (EHC) Plan.
Learners study one of three pathways to develop their readiness for future employment and adult life and helps them become more independent in their lives and their community.
While schools and other educational settings are no longer given an overall rating by the education watchdog, TAP received two strong ratings for Inclusion and Participation and Development following an Ofsted inspection on May 12.
It also received three expected ratings for Achievement, Curriculum and Teaching, and Leadership and Governance.
Karen Edwards, Chief Executive of CareTrade, said the Ofsted ratings were a reflection of a dedicated and skilled staff team “who put learners at the heart of everything they do”.
Ms Edwards told the Local Democracy Reporting Service (LDRS): “Inclusion is central to our ethos, learners tell us ‘they feel they belong’, some for the first time.
“Working with and witnessing young people achieve their goals is an amazing privilege. We are very pleased with our new Ofsted grading and will be looking to build on this, in the future.”
In a report published on July 23, Ofsted inspectors said speech and language therapists provide “valuable opportunities” for female learners to meet and discuss topics that are important to them, including identity, online dating, menstruation and neurodiversity.
They went on to say male learners discuss and learn about contemporary topics in the news, including toxic masculinity.
Staff ensure learners understand their rights as employees so they can protect themselves from discrimination, while leaders make sure that in their work placements and at the provider, learners do not experience bullying or harassment. Learners also know who to go to if they have any worries or concerns.
Inspectors said staff support learners very well, and help them progress onto employment and volunteering roles. They work effectively with employers to ensure learners widen their understanding of their employment options through industry days, employer visits and guest speakers.
Inspectors said senior leaders have long been advocates and active participants in furthering provision to meet the needs of learners with autism.
Inspectors said: “They have a long-standing vision to teach and support young adults with autism to develop the knowledge, skills and behaviours that they need to gain employment, flourish and lead fulfilling lives.
“They hold high ambitions for their learners and have long-standing and effective partnerships with employers and other stakeholders.”
Leaders were praised for having high aspirations for all of their learners, and for ensuring the individual needs and goals of learners are at the forefront of their thinking and planning.
Inspectors said leaders thoroughly consider a wide range of information before learners start their course, including their educational history, EHC Plan outcomes and other factors such as their social care status.
Learners told inspectors they really enjoy learning in safe, highly inclusive and respectful classes, while their work placements meet their individual needs and aspirations very well. They benefit from a wide range of work placements and work-related learning that meets their needs, interests and goals very well.
Inspectors said learners take part in a comprehensive range of valuable personal development activities that “significantly enhance” their experience at TAP.
These include trips to the cinema and bowling, while the in-house music band and gaming club has helped learners to form new friendships.
Inspectors said: “Learners with the most complex needs receive highly effective and timely support from staff. They follow a well-planned curriculum that supports their progress very well.
“They participate in volunteering roles in food banks and gardens in their community, where they develop their communication and social skills well.”
Inspectors set out three areas leaders could focus on as part of next steps, including provide training for tutors that leads to consistently high-quality teaching, and ensure tutors use resources that are suitable for the young adults they teach.
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