What does the provider need to do to improve further?
- Ensure that all staff in all subject areas adopt initiatives to improve the quality of teaching, learning and assessment so that the quality of lessons becomes more consistent.
- Place renewed focus on attendance at English and mathematics lessons for learners in all provision types. In particular, managers should review the timetabling of these subjects for study programmes, so that students are more likely to attend.
- Develop mechanisms for reporting data in aggregated and summarised formats so that managers are able to quickly identify patterns and trends and intervene more effectively when problems arise.
What does the provider need to do to improve further?
- Improve the management and delivery of the discrete English and mathematics provision so that students study at the most appropriate level early in their course and that learning is related to their chosen vocational area whenever feasible.
- Implement consistently good target-setting and progress-monitoring processes that enable all staff to agree individual and constructive targets with their students and then monitor students’ progress against these targets frequently and rigorously.
- Encourage teachers and learning support assistants to involve students in more demanding learning activities that motivate them to aspire to higher levels of learning and attainment.
- Enable teachers to implement learning activities that match the good knowledge they have about students’ abilities and needs, so that students are engaged fully and do not disrupt learning because they find the work too difficult or too easy.
- Ensure that all teachers and managers have access to, and are empowered to use, management information and student tracking systems consistently and effectively across all sites, to monitor management data and students’ in-year progress closely.
- Check that all managers are accountable for the effectiveness of the many improvements that senior managers have introduced and that they take action to embed these rigorously and consistently within their areas of responsibility.
What does the college need to do to improve further?
- Monitor the retention of students at risk of underperformance closely, particularly at level 3 and at level 2 for adults. Continue to ensure prompt action is taken to support students at risk of withdrawal.
- Improve the monitoring and evaluation of students’ performance by:
- completing the merger of data across the two colleges
- increasing the frequency of review and regularity of standard data reports.
- Refine and consolidate arrangements to improve the management of work-based learning, including strengthening quality assurance arrangements and ensuring a consistently high quality of training and assessment.
- Ensure that the development of students’ mathematical skills is well integrated into vocational teaching and learning.
- Equip all teachers with the skills to plan and meet the specific needs of different groups of students across the ability range.
- Increase the extent to which all teachers set stretching and precise improvement targets for students.
- Increase governors’ scrutiny of apprenticeships including that of subcontracted provision.
What does the college need to do to improve further?
- Monitor the retention of students at risk of underperformance closely, particularly at level 3 and at level 2 for adults. Continue to ensure prompt action is taken to support students at risk of withdrawal.
- Improve the monitoring and evaluation of students’ performance by:
- completing the merger of data across the two colleges
- increasing the frequency of review and regularity of standard data reports.
- Refine and consolidate arrangements to improve the management of work-based learning, including strengthening quality assurance arrangements and ensuring a consistently high quality of training and assessment.
- Ensure that the development of students’ mathematical skills is well integrated into vocational teaching and learning.
- Equip all teachers with the skills to plan and meet the specific needs of different groups of students across the ability range.
- Increase the extent to which all teachers set stretching and precise improvement targets for students.
- Increase governors’ scrutiny of apprenticeships including that of subcontracted provision.
Areas for improvement
The college should address:
- low success rates at level 3 for adult learners
- the insufficient focus in lessons to meet individual learners’ needs and maximise learning
- the use of individual target setting to raise learners’ achievement
- the inconsistent implementation of quality improvement
- the rigour of its self-assessment.
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