What does the provider need to do to improve?
- Leaders and managers need to ensure that teachers on part-time adult provision plan the curriculum and use learners’ starting points effectively. They need to ensure that adult learners make good progress towards achieving their long-term education and training goals.
- Leaders and managers need to ensure that adult learners receive effective ongoing careers education and guidance to help them succeed in their next steps into higher education and work.
- Leaders and managers need to swiftly improve the attendance of young learners in English and mathematics lessons to help them gain the essential employment skills necessary for their future career choices.
What does the provider need to do to improve further?
- Continue to improve teaching, learning and assessment so all learners benefit from a high-quality experience during their time at college.
- Improve study programme learner outcomes by ensuring that:
- all teachers have consistently high expectations of their learners
- teachers challenge learners to secure higher grades by accurately assessing prior achievement, setting appropriate targets and monitoring learners’ progress to achieving consistently high standards of written and practical work
- all learners attend regularly, particularly in their English and mathematics lessons
- all learners enrolled on study programmes complete high-quality, well-timed work experience that helps them to consolidate their learning and understand their next steps.
What does the provider need to do to improve further?
- Urgently improve the quality of teaching, learning and assessment and the proportion of learners who achieve their qualifications by ensuring that:
- teachers and assessors set high expectations for attendance, punctuality and what learners can achieve
- teachers set, monitor and review rigorous targets with learners that challenge them to make rapid progress
- teachers receive appropriate training so that they are able to plan theory lessons that enable learners to develop their higher-level thinking skills
- teachers ensure that all learners undertake frequent and high-quality independent study for their courses
- teachers provide purposeful feedback on learners’ work that helps learners to improve
- teachers improve their skills and teaching so that learners in GCSE, functional skills and vocational lessons are motivated to improve their English and mathematical skills and master these skills thoroughly so that they make good progress.
- Significantly reduce the variability in achievement rates between different groups of learners by monitoring the performance of these learners carefully, examining any underlying reasons for non-achievement and taking action to support learners.
What does the provider need to do to improve further?
- Support teachers to improve the quality of teaching and learning through extending peer review and the sharing of good practice. Teachers should focus more on the individual needs of learners in lessons and exploit more opportunities to improve learners’ skills in mathematics and English particularly with intermediate level learners.
- Ensure learners understand what they need to do to improve the quality of their work and that their progress is monitored carefully by teachers and tutors.
- Make better and more consistent use of resources to support learning via the virtual learning environment in order to support independent learning.
Areas for improvement
The college should address:
- low success rates on some courses
- low success rates for minority ethnic learners
- the needs of individual learners in theory lessons
- imprecise target-setting in individual learning plans
- ineffective monitoring and evaluation of aspects of provision
- inconsistent implementation of quality assurance arrangements.
What should be improved
- pass rates on some courses
- key skills provision
- the assessment of work-based learners
- provision for part-time students who need additional literacy and numeracy support
- access to some key areas for students with disabilities
- the proportion of staff with teaching qualifications.
What should be improved
- unsatisfactory management
- unsatisfactory provision in five curriculum areas
- some low retention and pass rates
- teaching on some courses
- some aspects of quality assurance
- use of management information
- some accommodation and teaching resources
- work-based learning.
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