What does the provider need to do to improve?
- Leaders and managers need to ensure apprentices make swifter progress from their starting points by:
- establishing and using apprentices’ starting points to plan what they are going to teach
- ensuring that trainers provide the apprentices with the knowledge they need before setting tasks or assessments for completion.
- Leaders and managers need to ensure that all learners and apprentices improve their numeracy and literacy skills through their vocational programmes.
- Leaders and managers must accelerate improvements in learners’ attendance and narrow the gaps in attendance between sites.
What does the provider need to do to improve further?
- Carry out a thorough analysis to identify accurately areas where learners’ attendance is low. Implement a challenging action plan that targets these identified areas to improve rapidly.
- Further improve the development of learners’ English and mathematical skills by:
- raising the achievement rates in mathematics functional skills among younger learners
- supporting the development of functional skills by the most able trainees
- ensuring that teachers place greater emphasis on improving learners’ writing skills, correcting spelling and grammatical mistakes in the work produced by learners and setting up targets for improving these skills.
- Ensure that learners and teachers record and evaluate rigorously all the work-experience activities that study programme learners undertake, ensuring that these interventions allow them to make good progress with the development of their technical and personal skills.
- Ensure that all young learners are able to articulate the dangers related to extremism and radicalisation, and that trainees increase their awareness of how to remain safe when using the internet.
What does the provider need to do to improve further?
- Increase the success rates on apprenticeship programmes by making sure the good progress currently being made by apprentices result in their successful completion of the framework. Increase the success rates for the few learners taking additional short course qualifications.
- Improve the punctuality of learners. Place greater importance on developing learners’ employability skills and develop strategies so that learners recognise the significance of punctuality. Ensure teachers challenge lateness more consistently.
- Continue the improvement in teaching, learning and assessment to increase the number of outstanding teaching sessions. Place a stronger focus on assessment and the checking of learning in teaching sessions. Improve assessment to help learners make informed steps in their learning. Ask more specific questions to check learning in teaching sessions.
- Continue to develop the teaching of theory at all levels in order to provide learners with a deeper understanding of composition and performance. Develop their music skills further and improve their employability prospects and progression possibilities.
What does ATM need to do to improve further?
- significantly improve key skills success rates
- use initial assessment results more effectively in planning lessons and improve learning opportunities for all learners
- further develop the curriculum to meet the needs of a more diverse body of learners
- further develop the use of management information and ensure all staff have a clear understanding of data as a tool for improving provision
- continue to develop quality assurance arrangements with particular emphasis on individual centre self assessment reporting and quality improvement plans
- share best practice between centres to support those where performance is not as effective
- develop clear approaches to increasing learners’ understanding of equality and diversity, in particular planning lessons
Key Challenges for Access to Music
- continue to develop current initiatives to improve the delivery and achievement of key skills
- further review and improve access to accommodation and resources
|
