What does the provider need to do to improve further?
- Leaders should set higher expectations for the behaviour of students in communal areas of college sites, particularly at the East Surrey campus. Leaders and staff should monitor and challenge students’ conduct in these areas more closely than they currently do.
- Leaders should set higher standards for students’ attendance and punctuality. Leaders, managers and teachers should take more assertive action to challenge low attendance in courses at all levels.
- Leaders should ensure that teaching staff give apprentices feedback which helps them to understand and improve their work.
- Leaders should take swift action to ensure that all apprentices receive effective careers advice and guidance that supports them with their next steps.
What does the provider need to do to improve further?
- Review the strategy for English and mathematics so that more students achieve at least a grade higher than their previous level of attainment, and success rates return to their previous high levels.
- Build on the existing good and outstanding practice in teaching, learning and assessment, so that all teachers plan effectively to meet the needs of all students and apprentices, with a sharper focus on providing stretch and challenge for the most able students.
- Ensure that all teachers make good use of learning technologies; deploy learning support staff well; use teaching strategies that stimulate and engage all students; and securely embed the development of skills in English and mathematics skills into all lessons.
- Build on the successful use of the quality improvement plan, to intervene where performance has declined, so that the outcomes in all subjects mirror those of the outstanding provision in the college.
- Ensure that all teachers can learn from the good practice in the college and have the confidence to promote equality and diversity more effectively in lessons.
Areas for improvement
- The college should address:
- satisfactory success rates on level 2
- attendance and punctuality in a minority of curriculum areas
- insufficiently well focused target-setting in individual learning plans for a minority of curriculum areas
- quality improvement planning at curriculum level following self-assessment.
Areas for improvement
- low success rates on advanced level qualifications for students aged 16 to 18
- low success rates for apprentices
- poor setting of aims and objectives in lesson plans
- lack of assessment strategies in schemes of work
- missed opportunities for assessing key skills in lessons.
What should be improved
- retention and pass rates on many level 1 courses and generally for students aged 16 to 18
- students' punctuality to lessons and overall attendance
- key skills achievements
- proportion of good or better lessons
- use of information and learning technology (ILT)
- standard of teaching for students aged 16 to 18
- course reviews in some areas
- range of curriculum and employer links in some areas
- management of work-based learning in construction
- engineering provision.
What should be improved
- the quality of teaching
- students' standards of attainment
- pass rates on many courses
- provision in the six curriculum areas judged to be unsatisfactory
- the initial assessment of students' learning support needs
- key skills provision and outcomes
- the leadership by senior managers and governors
- curriculum leadership and management
- quality assurance
- financial management
- data management
- the range of courses at level 1
- opportunities for progression.
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