What does the provider need to do to improve?
- Leaders need to improve the quality of foundation programmes so that learners who study on these are taught the skills they need to progress rapidly to the next stage of their education or training.
- Leaders and managers must ensure that all learners and apprentices, including learners with EHC plans, receive unbiased and high-quality careers education, information, advice and guidance.
- Leaders and managers must ensure all learners develop further their English skills.
- Leaders and managers must ensure that all teachers are trained on how to effectively support learners who have high needs.
What does the college need to do to improve further?
- Improve students’ progress, particularly that of the more able, by ensuring that all teachers set challenging target grades and identify actions for improvement that will enable students to fulfil their potential. Ensure precise targets are set for students and apprentices who need to improve their English and mathematics.
- Further improve the quality of teaching, learning and assessment by sharing the good practice that exists, both within the college and regionally, to ensure that all students and apprentices achieve at the highest level and fulfil their potential.
- Improve the pace and priority for the implementation of the English and mathematics strategy so that all students are able to study a qualification at an appropriate level, given their prior attainment. Ensure those without a GCSE grade C or above in English or mathematics have the opportunity to achieve this as part of their study programme.
- Draw on all available sources of evidence to inform self-assessment and the prioritising of actions for improvement. Ensure managers use all of the relevant performance data and management information, particularly value-added data, to evaluate the effectiveness of courses.
- Increase the rigour of senior managers’ monitoring and target setting for improvement across all subject areas, so that the quality of provision is of consistently high quality.
- Support teachers to increase their promotion of cultural diversity in lessons, tutorials and reviews.
What does the provider need to do to improve further?
- Increase the attention to health and safety in lessons and strengthen the risk assessments to safeguard students on the campus.
- Improve the quality of lessons and practical work so that it meets individual students needs to enable them to meet their full potential by completing accurate internal lesson observations that identify specific staff development needs and inform professional development.
- Increase the frequency, and improve the effectiveness, of tutorials by ensuring tutors record the support for students and set targets which enable students to understand the actions they should take to improve their success and develop their skills.
- Ensure that advanced-level students develop skills at the appropriate level.
- Improve the accuracy of management data and its use to set and monitor challenging targets to bring about improvements.
- Increase the rigour and improve the accuracy of the self-assessment report to provide governors and staff with a more accurate view of the quality of provision. Ensure that action plans are sufficiently clear and they lead to rapid improvement.
Areas for improvement
The college should address:
- the achievement rates for adults on level 2 and 3 courses and progression rates for E2E learners
- the meeting of students’ individual needs in some lessons
- the consistency and focus of lesson observation records and the use of findings in self-assessment
- extending the promotion of race equality across the college.
Areas for improvement
- Low retention of advanced apprentices
- Slow progress for some learners
- Frequency of assessment feedback
What should be improved
- achievement for work-based learners
- pass rates on short courses
- the quality of some classrooms and the learning resource centre
- assessment practices for NVQs
- monitoring of students' progress and target setting
- management of work-based learning
- collection and use of management information
- sharing of good practice.
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