What does the provider need to do to improve?
- Identify the starting points of learners aged 16 to 18 on GCSE English and mathematics courses more accurately so that tutors can plan and teach curriculum content that enables these learners to develop substantial new knowledge, skills and behaviours.
- Ensure that tutors who work with learners with high needs set targets that are consistently specific and enable all these learners to progress quickly against identified areas for development.
- Increase attendance in the subjects where it is too low.
- Ensure that the quality of education provided for learners aged 14 to 16 on fulltime provision at the Mabgate campus continues to improve swiftly.
What does the provider need to do to improve further?
- Ensure that students and apprentices are challenged consistently to make the progress of which they are capable, by:
- teachers and assessors identifying accurately the starting points of students and apprentices, and planning programmes of learning that meet the full range of different abilities in the classroom and workshop
- teachers and assessors developing their questioning techniques so that they are better able to assess the level of understanding and progress of students and apprentices in lessons and at reviews
- teachers and assessors designing activities that enable students to strive for higher grades and apprentices to develop higher-level skills
- managers carrying out more rigorous checks on information about the progress of students and apprentices so that they can assure themselves of its accuracy and set more realistic progress targets.
- Ensure that students attending Keighley College do as well as those attending other colleges in the group by improving achievement rates, particularly in functional skills English and mathematics.
- Accelerate the implementation of the English and mathematics strategy so that students taking GCSE mathematics make the same rate of progress as they do in English.
What does the provider need to do to improve further?
- Leaders and managers should maintain a strong focus on improving teaching, learning and assessment and ensure that their quality improvement plans to raise the level of students’ achievement are implemented swiftly and fully.
- Share the existing good practice across the college so that teachers have an individualised action plan, which managers monitor rigorously to ensure that they secure rapid improvements in performance.
- Teachers and assessors should use all the information available to them about students’ and apprentices’ prior attainment and levels of skills and knowledge to plan learning that enables them all, including the most able, to make good or better progress.
- Tutors should provide all students and apprentices with precise targets that take into account their starting points, future career and education aims. Teachers and assessors should use these targets with students and apprentices to raise their expectations and support them to achieve their full potential.
- Teachers and assessors should ensure that students and apprentices receive timely and detailed feedback on marked work that helps them to improve their work and to make more rapid progress.
- Teachers should use a wider range of strategies and resources on English and mathematics qualifications to maintain students’ and apprentices’ interest in the subjects and help them to apply the skills they learn to their academic, vocational and apprenticeship courses.
- Managers and teachers should take action to improve the attendance and punctuality of all students, and bear down on the poor behaviour of the small minority of students who disrupt lessons, so that all students are able to maximise their learning and improve their progress.
- Take appropriate actions to ensure that more students successfully achieve their primary learning goals by ensuring that the strategies to improve retention are successful and more students experience high-quality teaching and learning.
What does Leeds City College need to do to improve further?
- Ensure that success rates improve for learners aged 16 to 18 on advanced courses by checking they are on the right course and that their progress is closely monitored.
- Ensure that new and improved monitoring arrangements on employer-based provision are effective at increasing overall and timely success rates for apprentices across all programmes.
- Focus professional development on those teachers and assessors who either are not yet planning learning activities that challenge and motivate all learners to reach their full potential, or are not promoting learners’ development of literacy and numeracy skills sufficiently.
- Develop the quality assurance of teaching and learning to ensure it effectively informs improvement plans for those courses that are underperforming.
- Investigate the reasons for poor outcomes on some AS- and A-level courses, and put in place measures to bring about speedy improvement.
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