Walsall College

Leaders and managers should continue to improve the teaching of GCSE English and mathematics for learners aged 16 to 18 and of functional skills mathematics for adults, so that a higher proportion of learners achieve. They should also ensure that apprentices develop their English and mathematical skills beyond the level of their qualifications on entry.
Leaders and managers should ensure that the number of young people who undertake high-quality external work experience improves. They have rightly encouraged students to reflect on their work placement and they should ensure that the quality of reflection is consistently high.
Leaders and managers should ensure that the quality of teaching – particularly the checking of learning and levels of challenge for all students – is consistently good across all provision.
Leaders and managers should ensure that attendance across the college consistently meets the college target.

Leaders and managers should continue to improve the teaching of GCSE English and mathematics for learners aged 16 to 18 and of functional skills mathematics for adults, so that a higher proportion of learners achieve. They should also ensure that apprentices develop their English and mathematical skills beyond the level of their qualifications on entry.
Leaders and managers should ensure that the number of young people who undertake high-quality external work experience improves. They have rightly encouraged students to reflect on their work placement and they should ensure that the quality of reflection is consistently high.
Leaders and managers should ensure that the quality of teaching – particularly the checking of learning and levels of challenge for all students – is consistently good across all provision.
Leaders and managers should ensure that attendance across the college consistently meets the college target.

Raise success rates on the small number of courses at intermediate level that are below national average rates and continue to improve outcomes for learners on work-based courses.
Enable students to gain accreditation for the skills and knowledge they acquire as soon as they reach the standard required for the level of course.
Ensure more consistent planning of the use of specialist classroom support so that all students receive the maximum benefit from the expert help provided.
Maintain the sharp focus on ensuring the quality of subcontracted provision so that it continues to improve to reach the same high standard as provision taught within the college.

The college should address:

low advanced apprenticeship framework completion success rates
underdeveloped performance management systems
the balance of emphasis on strengths and areas for improvement in the self-assessment report
the quality of the literacy and numeracy provision.

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pass rates for students aged 16 to 18 on level 1 and level 2 courses
poor teaching in some curriculum areas
use of challenging targets to improve students' achievements
inadequate take up of additional learning support in literacy and numeracy
the consistency of tutorial provision
inconsistent application of quality systems to bring about improvement in teaching and learning
unsatisfactory provision in construction, engineering and ICT.

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