What does the provider need to do to improve?
- Ensure that the recording of the progress of learners with high needs, against their EHC plan outcomes, effectively identifies what skills, knowledge and behaviours they have consolidated. Consider and plan for what learners still need to learn to ensure that they are ready for their next steps.
- Further improve attendance and punctuality so that learners on all programmes attend regularly, complete their programmes and develop the skills required for employment.
- Ensure that apprentices and learners on ‘Aspire’ programmes receive timely and up-to-date relevant careers advice and guidance so that they can make decisions on their next steps.
What does the provider need to do to improve further?
- Swiftly improve the proportion of learners and apprentices that make at least the progress which is expected of them by:
- ensuring that all learners’ and apprentices’ existing skills, knowledge and prior attainment are rigorously assessed at the start of their programme and that these assessments are consistently completed across the college
- ensuring that teachers and assessors use the results of assessments completed at the start of programmes to plan learning that will challenge and inspire learners and apprentices to make good progress on their courses
- ensuring that there are reliable systems for checking learners’ and apprentices’ progress and making sure that effective action is taken when their progress is slow
- Ensure that senior managers and governors have an effective oversight of the progress that all learners and apprentices make on their programmes. They should intervene swiftly when learners and apprentices make slow progress and hold teachers and assessors to account for slow progress so that no learners or apprentices are disadvantaged.
- Implement effective strategies to improve the proportion of learners who attend their lessons.
- Improve learners’ and apprentices’ English and mathematics skills by planning lessons which take account of their experiences and prior attainment and extend their learning in these subjects.
- Improve the operational management of the apprenticeship provision by ensuring that a much higher proportion of apprentices make the progress that they should and achieve their apprenticeship on time.
What does the provider need to do to improve further?
- Improve learners’ attendance to lessons, particularly in English and mathematics classes.
- Monitor learners’ progress closely to ensure that they all make good or better progress in achieving their target grades. Further enhance the support provided for current learners who are at risk of not achieving.
- Improve the quality of teaching, learning and assessment by:
- developing the skills of vocational teachers to ensure that they support learners to develop and apply their English and mathematics skills in their vocational work
- ensuring that all teachers plan lessons that take into account what learners already know and can do and include activities that challenge the most able
- ensuring that managers identify specific actions to enable teachers to improve their teaching practice and provide training and development to support these improvements
- linking closely the findings from lesson observations to teachers’ performance management.
- Improve learners’ and apprentices’ understanding of the risks of radicalisation and extremism so they are aware of how to keep themselves safe.
- Improve senior leaders’ use of data to evaluate quality and use the analysis to provide governors with better information on learners’ progress and achievement so that governors are able to challenge effectively the leadership of the college.
What does the provider need to do to improve further?
- Ensure action taken to address weaknesses in provision for apprentices is effective in all curriculum areas. In particular, monitor whether action planning to bring success rates on these courses back to at least national average is successful, and then aim to bring them more in line with success rates on college-based courses.
- Increase the success rates and proportion of high grades on the few college-based courses where they are too low.
- Evaluate carefully why its efforts to increase attendance overall are more successful on some courses than others, and set specific targets for those courses where attendance is still too low.
- In order to help all learners have a good understanding of equality and diversity, look carefully at the excellent examples inspectors found to promote their awareness in some lessons, and use these to increase further staff development for teachers who are less confident in this aspect of their planning.
Areas for improvement
The college should address:
- low success rates on some programmes
- focus on learning and learner progress
- poorly planned and managed tutorials
- the effective use of individual learning plans
- rigour and consistency of action plans and target setting.
Areas for improvement
- low success rates in national diploma for IT practitioners.
- low pass rates in first diploma IT practitioners and certificate in IT @ work
What should be improved?
- Governors' oversight of quality and standards
- proportion of good or better teaching
- retention rates on some courses
- management of work-based learning
- framework achievements in work-based learning.
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