What does the provider need to do to improve?
- Ensure that all training officers maintain effective contact with apprentices’ employers and provide apprentices with frequent and helpful reviews.
- Ensure that all students with high needs in specialist provision develop the skills that they need to make rapid progress.
What does the provider need to do to improve?
- Ensure that managers set and review precise performance objectives for all teachers so that teachers are held to account closely for the progress that their learners make and the outcomes that they achieve.
- Increase the proportion of learners achieving high grades in GCSE mathematics by ensuring that teachers of mathematics provide learning that challenges learners to make rapid progress.
- Ensure that staff make full use of the college’s attendance policies and procedures to improve the attendance of learners on all courses to at least the college target.
What does the provider need to do to improve further?
- Improve the success rate on advanced-level courses by:
- closely monitoring and reviewing the attendance, retention and progress of students on current courses
- taking action quickly to support students at risk of leaving their course early or of failing to achieve their qualification.
- Improve the development of students’ mathematics skills by:
- ensuring that all teachers integrate the development of mathematical skills into their vocational lessons
- ensuring that all students who have not yet achieved a GCSE grade C take an appropriate qualification in mathematics.
- Reduce the proportion of teaching and learning that requires improvement by:
- ensuring that all teachers communicate clearly to students the purpose of theory lessons and relate theory to practice successfully
- consistently using interesting and motivating activities
- making better use of information and communication technology, including the virtual learning environment, to enhance teaching and learning, and to develop students’ independent learning skills.
- Use the results of initial assessment consistently to identify the individual needs of students and to set challenging target grades based on prior attainment.
- Improve the written feedback on the accuracy of the English used in students’ work, including the correction of spelling, punctuation and grammar, so that it is consistently good.
- Ensure that arrangements for the observation of teaching and learning continue to promote teachers’ professional development and improve their teaching in order to increase the proportion of outstanding teaching, learning and assessment.
What does Calderdale College need to do to improve further?
- Improve those retention rates which are below the national average, such as those on advanced level programmes and for certain minority-ethnic groups, by successfully embedding intervention strategies across all areas.
- Further develop learning and teaching, by supporting teachers to deliver more outstanding teaching and by enhancing the moderation and scrutiny of lesson observations to ensure consistent grading and that identified training needs are recorded.
- Ensure that quality-assurance processes for work-based learning are more thoroughly embedded so that weak assessment practice is identified and addressed.
Areas for improvement
The college should address:
- the low retention of learners aged 16-18
- low success rates for adult learners at level 1
- the inconsistent delivery of key skills provision
- uneven performance across the college.
Areas for improvement
- insufficient challenge for level three learners
- missed opportunities for assessment in the workplace
What should be improved
- the attainment of students aged 16 to 18
- insufficient specialist information technology (IT) for students with learning difficulties and/or disabilities
- poor framework achievements in work-based learning o the provision in hairdressing and beauty therapy and English and communication
- the volume of very good and outstanding teaching
- the range of provision in some curriculum areas, such as media
- the application of quality procedures in some curriculum areas
- the underdeveloped use of and access to ICT in the classroom.
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