Gloucestershire College

Leaders and governors must improve systems for monitoring the impact of safeguarding training on staff’s knowledge and the implementation and reporting processes.
Leaders and governors must improve swiftly the quality of the curriculum for learners with high needs so that they are taught the skills they need to progress rapidly to the next stage of their education, training, employment and lives in their local communities.
Leaders and managers must ensure that all learners and apprentices, including learners with high needs, have additional opportunities to develop further their understanding of health and well-being, take part in additional enrichment learning activities and external work placements and receive high-quality careers education, advice and guidance.
Leaders and managers must implement strategies to improve the attendance of learners studying on a minority of programmes, particularly English and mathematics, to maximise the learning outcomes for all learners.
Leaders, managers and tutors must involve employers in the development of all curriculums to ensure tutors are planning, sequencing and teaching a relevant and ambitious curriculum content that meets the skills needs of all learner

Leaders and managers should continue with their initiatives to raise standards further, focusing on those areas where achievement rates are not yet high enough. In particular, they should:
- ensure that managers prioritise any known weaknesses in the quality of teaching, learning and assessment, particularly where there are variations across campuses
- continue providing support to teachers to gain maximum value from target-setting and progress-monitoring software
- train all staff in how to provide a consistently high quality of verbal and written feedback to students
- identify and share best practice associated with extending the skills of the most able students, and providing further support for any individuals that might be struggling.
Governors and leaders should see through the strategic project to develop new opportunities for post-16 provision in the Forest of Dean.
Managers should work with their teaching team to:
- identify new strategies for raising apprentices’ awareness of British values and the risks associated with extremism and radicalisation
- identify and share more widely across the teaching team those strategies which are most successfully developing students’ literacy and numeracy and which maximise their chances of successfully achieving their qualifications in these subjects.

Accelerate the sharing of best practice in teaching, learning and assessment in the areas of:
- planning to meet the needs of all learners so that they all make appropriate progress in their learning and achieve their learning goals
- the promotion of equality and diversity.
Make sure that all teachers know and understand how to prepare for, and teach, functional skills in English and mathematics, so that:
- learners can apply their knowledge and practise the techniques in the context of their vocational learning
- learners achieve well and improve their capabilities for gaining employment or progression.
Apply best practices in monitoring and managing the performance of individual learners, including the use of individual learning plans (ILPs), so that all learners benefit and make good progress.

The college should address:

retention for learners aged 16-18
the use of value added data to ensure that all learners make good or better progress
key skills success rates.

the achievements of students aged 16 to 18 and those on modem apprenticeships
aspects of curriculum management
the delivery of key skills
some poor internal verification practices
unsatisfactory provision for students with learning difficulties and/or disabilities
some teaching accommodation.

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