What does the provider need to do to improve?
- Ensure that teachers have high ambitions for apprentices and provide them with the guidance and teaching that they need to achieve distinction grades on their programmes.
- Ensure that teachers identify and correct errors in the standard of written English produced by learners with high needs, so that they can provide learners with feedback on how to improve the accuracy of their work.
- Invest in the internal and external fabric and facilities of the buildings used by adult learners so that they can enjoy a more comfortable and inspiring learning environment.
What does the provider need to do to improve further?
- Increase the rapidity with which leaders and managers address key areas for improvement, by improving their use of accurate management information so that they can identify such issues quickly.
- Increase the proportion of adult learners who achieve their qualifications by ensuring that tutors:
- provide helpful feedback which clearly identifies what learners need to do to improve their work, develop their skills and achieve their targets
- ascertain whether learners have understood one topic before moving on to the next.
- Improve the progress that adult learners and learners on 16 to 19 study programmes make by:
- rapidly improving their attendance from its current low levels –
- ensuring that teachers routinely plan and provide activities that take into account their learners’ prior learning and skills.
- Increase the priority that leaders, managers and tutors place upon the development of learners’ mathematical skills so that learners on adult learning programmes and 16 to 19 study programmes achieve their potential.
- Develop learners’ and apprentices’ understanding of the risks of radicalisation and extremism, including any such risks in the local area, to a good level.
What does the provider need to do to improve further?
- Improve success rates for learners in all areas of provision so that they significantly exceed national levels.
- Increase the quantity of outstanding teaching, learning and assessment by focussing resources on improving good tutors so that they deliver more outstanding teaching.
- Formalise the quality assurance of all stages of the learner journey so that managers are sure that staff complete these to the right standard.
- Ensure the quality improvement plan contains enough detail to help managers prioritise actions and more accurately monitor the pace and effectiveness of improvements.
- Ensure consistency of individual target-setting and written feedback across the provision so that all staff make learners fully aware of how they can improve.
- Devise and implement effective systems to capture all learner progression information so that senior managers can monitor in more detail, the impact of learning on learners progress.
Key areas for improvement
- Low retention in accredited adult and community learning
- Insufficient use of learners’ targets to support planning for teaching and learning
- Incomplete implementation of quality improvement arrangements
Key areas for improvement
- Target-setting
- Monitoring of teaching and learning
- Implementation of quality improvement measures of key learning processes
Key Challenges for Newcastle Upon Tyne LEA
- embed and develop curriculum management across all areas of provision
- improve the co-ordination of ETP across the service
- improve the sharing of good practice within the curriculum areas and across the service
- further develop quality assurance to drive improvement more systematically
- improve the effectiveness of planning for individual learners
- maintain and build on the good strategies to widen participation by learners not traditionally seen in learning
- improve the teaching and learning profile across the service
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