‘Learners produce work of a high standard’ and ‘almost all learners achieve their qualifications’ at a small regenerative farming provider in south Devon that Ofsted has judged to be meeting expected standards overall, with adult learning programmes rated a strong standard.
Apricot Centre CIC, based at Huxhams Cross Farm, was inspected on 14 January. The not-for-profit community interest company offers Skills Bootcamps for adults in regenerative land-based systems at level 2, and at levels 3 and 4 in agroecological system design. At the time of inspection, there were 45 learners enrolled across the three programmes.
Inspectors found that safeguarding standards are met. The report states: “The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone’s responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.”
Inclusion and leadership were judged to meet the expected standard. Inspectors said: “Leaders and staff have established a culture of inclusion in which learners’ academic and personal needs are met in a relaxed and purposeful learning environment.”
They added that leaders and managers “accurately identify learners’ learning and support needs at the start of their course and implement adjustments to help overcome barriers to learning,” including adapting materials for those with neurodiversity and visual impairment and adjusting timetables for learners with childcare responsibilities.
However, the report notes that while staff “monitor most learners’ progress closely and implement any adaptations needed, they do not do so consistently well for every learner.”
Leaders were praised for securing additional funding “from a variety of sources” to increase staffing and build “a new accessible classroom and teaching facility for learners”. They have also introduced bursaries and incidental financial support “so that any learner can afford to participate in the learning programmes.”
On leadership and governance, inspectors said leaders are “very clear about the aims and objectives of their short and long courses in regenerative agriculture, agroecology and sustainability” and “frequently review how well they meet the courses’ aims and adjust the curriculum content accordingly.”
The governing body is described as having “appropriate farming and charity sector experience”, providing “appropriate support and challenge.”
Adult learning programmes were rated a strong standard, particularly for achievement. Inspectors reported: “Learners, including those with barriers to their learning, make substantial progress from their starting points and rapidly develop the skills needed to implement regenerative farming strategies. Almost all learners achieve their qualifications, including those with special educational needs and/or disabilities.”
The quality of learners’ work also drew praise. “Learners produce work of a high standard. Their planning, design and implementation of permaculture and agroecological proposals are frequently at a level much higher than that required by the qualification specifications. Learners’ proposals are being implemented effectively, typically in agricultural settings.”
Teaching was highlighted as a strength. “Teachers are highly experienced industry experts in regenerative agriculture. They are passionate about the subject and bring their enthusiasm and expertise effectively to the classroom.”
Inspectors noted that teachers make frequent use of the on-site farm so learners can see theory applied “in a real-world setting” and that they “encourage learners to ask questions and share their own experiences, which builds each learners’ confidence quickly.”
The report also paints a positive picture of learners’ experiences: “Learners experience a welcoming, supportive and inclusive learning environment at Apricot’s working farm, where they are taught. They value their studies and the positive impact it has on their work and careers. They enjoy and are motivated by their learning because the curriculums are rich in content and vocational.”
Nevertheless, inspectors identified areas for improvement. Leaders are advised to ensure that teachers “maintain the focus on the topics being taught during field trips”, that “all learners receive tailored careers advice and guidance from the start of their programmes”, and that teachers “monitor each learner’s progress systematically.”
