What does the provider need to do to improve?
- Governors must ensure that senior leaders have accurately identified the weaknesses for all curriculum pathways, and that their actions result in swift improvements.
- Senior leaders must review the curriculum to ensure that it is aspirational for all students. They should ensure that they accurately identify pathways for students which will enable them to gain the skills they need to leave college when they are ready.
- Senior leaders must ensure that they quickly improve the quality of teaching by:
- ensuring that all teachers plan their teaching to reflect students’ starting points and their long-term goals as outlined in their education, health, and care plans
- ensuring that all teachers sequence their teaching to develop students’ skills and knowledge relevant to their learning and support needs
- ensuring that teachers provide helpful feedback to students on their practical and written work to ensure they achieve to the level of which they are capable.
- Leaders and managers should ensure that all students receive impartial careers education, information, advice and guidance, and the training and support they need in preparation for adulthood.
- Leaders and managers should ensure that students are taught to understand the risks associated with relationships and harmful sexual behaviours. They should develop a curriculum which teaches students how to develop positive and healthy relationships, including sexual relationships.
- Leaders and managers should ensure that all students benefit from well-planned and relevant work experience.
What does Queen Alexandra College need to do to improve further?
- Ensure that all aspects of the college’s provision are monitored with the same degree of rigour, and that the quality improvement plan measures the progress made to address identified issues not just the actions taken. In addition, sharpen self-assessment reporting by using trend data better.
- Improve further the reporting of the performance of different groups by ensuring that: all reports are clearly presented and easy to interpret; all key groups are considered as part of the college’s analysis; and trends in these data are reported clearly through self-assessment.
- Improve the planning in a minority of lessons and the quality, use and recording of learners’ individual targets in several lessons by checking that learning objectives set in these are clear and that they effectively challenge all learners to make the progress they are capable of. Ensure that learners are fully involved in measuring their success in achieving these objectives.
- Improve engagement with other stakeholders and employers by introducing a more systematic approach to capturing their views to better inform the college’s improvement planning and its self-assessment processes.
Areas for improvement
The college should address:
- The monitoring of learner progress
- The planning of lessons matched to individual learners’ needs
- The consistency and sharing of good practice across the college
- The inconsistent implementation and effectiveness of quality assurance arrangements.
Areas for improvement
- under developed links with the residential and extended curriculum
- insufficient analysis of qualification data
- inadequate arrangements to store resources and learners’ work
- insufficient use of adaptive aids to support individual learners
- insufficient progress monitoring in workshops
What should be improved
- implementation of quality assurance procedures
- assessment and monitoring processes
- provision for literacy, numeracy and English for speakers of other languages, and ICT
- planning and co-ordination of the development of life skills across the college
- the deployment of learning support staff
- the use of teaching accommodation
- the effectiveness of the management information system as the basis for monitoring performance
- the rigour of monitoring the contract with the LSC.
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