What does the provider need to do to improve further?
- Leaders and managers should speed up plans to improve the quality of the apprenticeship provision, and the quality of teaching, learning and assessment, focusing on those areas where achievement rates are not yet high enough. In particular they should make sure that:
- managers and assessors identify slow progress or poor performance among apprentices earlier so that more achieve in the planned time
- assessors set targets with apprentices, during reviews, that help them broaden their technical skills and knowledge
- assessors improve the quality of their feedback on submitted work to help apprentices develop their skills quicker
- all teachers use information about the starting points of learners to plan and provide work that is of a level and complexity appropriate to each learner, and develops their mathematical skills.
What does the provider need to do to improve further?
- Increase the proportion of apprentices who are successful by:
- making sure that assessment is regular and that learners’ progress is monitored more closely
- teaching and assessing functional skills earlier in learners’ programmes
- providing learners with easier access to information about their progress.
- Further improve teaching and learning by making sure that managers clearly identify the skills and training that teachers need to continue to improve their practice, and link lesson observation outcomes to appraisals.
- Increase the proportion of learners who successfully complete English and mathematics qualifications by:
- making sure that all staff understand the importance of functional skills
- improving learners’ attendance at functional skills lessons
- planning lessons to challenge learners of all abilities.
Areas for improvement
The college should address:
- improvements to accommodation
- the inconsistent use of measures to assess learners’ progress
- inconsistencies in the quality of both curriculum provision and between college sites.
Areas for improvement
- Low success rates on the full-time level 2 NVQ in performing engineering operations
- Poor key skills performance on one campus
- Ineffective target setting in tutorials
- Low achievement of apprenticeship frameworks
- Insufficient engagement of employers in planning and providing assessment opportunities
- Poor key skills performance on one campus
- Low success rates on some courses
- Poor attendance and punctuality by some 16-18 year old students
What should be improved
- key skills provision
- work-based learning provision
- the use of individual learning plans
- students' attendance and punctuality
- social facilities for students.
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