What does the provider need to do to improve?
- Leaders should ensure that young people attend their GCSE English and mathematics classes well. They should support teachers to provide consistent feedback on students’ written work to help them achieve high grades.
- Leaders and managers should support the few teachers who do not use lesson time as well as they could do to develop their approaches to planning and assessment.
- Leaders should ensure that all students on entry-level pathway courses benefit from appropriate work-related activities.
- Leaders should support teachers to better develop adults’ understanding and awareness of British values and how they impact on their daily lives.
What does the provider need to do to improve?
- Leaders and managers should ensure that all young learners receive high-quality training which would help them achieve their qualifications and career aspirations.
- Leaders and managers should ensure that all learners with high needs receive high-quality training through better coordination of vocational and specialist support staff using appropriate adaptive technologies.
- Leaders and managers should work with staff who teach in underperforming areas, such as construction, A levels and art and design, so that they make rapid progress and improve achievement rates.
- Teachers should provide high-quality developmental feedback to help learners and apprentices improve their written work.
- Leaders and managers should ensure that all learners and apprentices receive clear, relevant and impartial careers guidance to help them with their future options.
- Leaders and managers should ensure that all learners receive high-quality and relevant work experience to support their next steps.
- Leaders and managers need to ensure that all learners understand how to contextualise the dangers of radicalisation and extremism within their daily lives and their workplace environment.
What does the provider need to do to improve further?
- Improve the outcomes of 16 to 19 study programme learners so that they make the progress and achieve the grades of which they are capable.
- Increase the aspirations teachers have for their learners, particularly on 16 to 19 study programmes, by helping them to understand their learners’ starting points and potential.
- Provide teachers with training and support to help them to:
- recognise the difference between progress and attainment and develop lessons that are appropriately challenging for learners
- develop the skills they need to extend the learning of the most able learners and help those who are struggling to keep up
- master a range of interesting and motivating approaches to teaching, learning and assessment so that they teach lessons that capture the imagination and interest of learners
- check whether all learners have understood topics, either through effective use of questioning or other methods, so that they are able to address quickly any misunderstandings and proceed with greater pace when learners have understood topics fully
- develop the writing skills of learners so that they are able to produce better extended writing.
- Review quality assurance processes so that they focus on doing things that really improve learners’ experience and progress, are sufficiently straightforward for staff to understand and implement, and take up as little time as possible so that teachers and managers can dedicate as much time as possible to improving teaching, learning and assessment.
- Examine processes for improving the performance of teachers and work-based tutors so that they more accurately identify areas for development and lead to training and development that have a measurable impact on learners’ experiences.
What does the provider need to do to improve further?
- Improve teaching, learning and assessment further by strengthening lesson planning, the setting of targets and the marking of learners’ work.
- Fully embed the English and mathematics strategy so that teachers help learners make more rapid progress in improving their English and mathematics.
- Raise performance management by the setting of sharp and challenging individual targets with managers and staff, relentlessly focusing on the necessary actions to meet these targets.
Areas for improvement
The college should address:
- further development of employer engagement strategies
- the workload of programme managers
- the underperformance in a minority of courses
- inconsistencies in success rates and high grades between subjects
- the use of assessment to develop learning skills
- the quality of learning plans and target setting.
What should be improved
- the appropriateness of the teaching strategies in a minority of lessons
- the provision for some aspects of work based learning
- retention and/or pass rates on the small number of low performing courses
- some unsuitable accommodation and access to IT facilities in a few areas.
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