What does the provider need to do to improve further?
- Ensure that more learners engage in a broader range of relevant activities where they can learn the skills necessary for work, such as working to deadlines, teamworking and occupational skills relevant to their career aspirations in order that they are well equipped as they progress into the next stage of their career.
- Ensure that teachers set more complex and challenging work for the most-able learners to ensure that they can fulfil their potential.
- When observing lessons, leaders and managers need to have a stronger focus on the impact of teaching on the progress that all learners make in lessons, in order to bring about sustained improvements in teaching, learning and assessment.
- Staff need to monitor more closely the progress that all learners make, so that they can identify more quickly when learners fall behind with their work and put in place the appropriate support.
What does the provider need to do to improve further?
- Build upon the good quality of teaching, learning and assessment by ensuring that questioning techniques always test learning effectively. Use them to develop learning fully, especially for more able learners, and to enable learners to always probe subjects in sufficient depth. Ensure that learning is always checked fully and that questioning techniques do not allow a minority of learners to contribute most of the responses. Compose questions and target them at learners skilfully so that their ability to critically analyse topics is always developed well.
- Ensure that planning for lessons is always thorough so that lessons fully meet the needs of learners, including the most able, by providing appropriate levels of pace and challenge. Ensure that lessons are always well-structured, interesting, sufficiently brisk and tailored to meet the needs of each learner.
- Accelerate learners’ progress by ensuring that all learners are actively involved in lessons. Provide appropriate learning experiences to ensure that learners’ practical skills are developed to a consistently good standard in all subjects. Create opportunities for learners to participate actively throughout lessons by using a range of activities to stimulate their thinking, involvement and contribution.
- Broaden learners’ understanding of equality and diversity by promoting them more frequently and effectively in lessons.
- Ensure that the quality of teaching, learning and assessment is analysed rigorously and that sufficient focus is placed on evaluating the quality of learning during lesson observations. Ensure that planning to improve lessons is focused sufficiently on learning.
- Quicken the pace of improvement in particular areas, such as achievement gaps, by prioritising and targeting actions appropriately and by ensuring that action plans for improvement always contain clear and measurable targets. Monitor the progress made in achieving targets frequently.
Areas for improvement
The college should address:
- improving learners’ progress compared with their prior levels of attainment and improving high grades
- improving the challenge learners receive in some lessons
- the underdeveloped monitoring arrangements for some aspects of equality and diversity
- the rigour of curriculum action plans.
What should be improved
- the proportion of unsatisfactory and satisfactory teaching
- take-up of diagnosed additional support
- retention rate of students
- links with employers
- slow progress in improving some curriculum areas
- the consolidation and further development of recent changes to improve the curriculum.
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