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Inspection Report Recommendations

Dundee & Angus College

2019 Full Inspection Report
Areas for Development
  1. Traditional patterns of gender segregation remain evident across almost half of the College curriculum, resulting in too many subjects showing a 75% or greater gender split (see detail within the Gender Equality Plan).
  2. Although on a par with national average outcomes for all learners, at c.63% the successful outcomes for Care Experienced learners lag behind those of other learner groups within D&A and do not yet reflect D&A aspirational standards (of 75%+).
  1. Despite overall improvement, individual outcomes across the 10 course areas covered by the Scottish Government Retention Project have been inconsistent, with some improving significantly whilst others have worsened. NC Social Science level 5 further withdrawal increased from 21% to 31% in 2017/18 whilst Access to Life Sciences (SWAP) further withdrawals reduced from 40% to 17.4%.
  2. With a day one outcome figure of 51.4% in 2017/18, learner retention and attainment for standalone Highers and full-time Highers programmes lag significantly behind those of other provision.
  1. The maintenance and expansion of formalised articulation agreements has not kept pace with recent curriculum developments and changes in staffing within the College and key HEI partners. This has resulted in a number of agreements becoming dated, with the potential for future impact on articulation with advanced standing for learners on new programmes or those in areas where agreements have lapsed.
  2. Although the development and delivery of Career Management Skills is strong across all curriculum areas, the promotion and signposting of the Career Education Standards 3-18 is not fully evident.
  3. Whilst excellent opportunities are provided in most curriculum areas, the College aspirations for all learners within full-time FE courses to benefit from work experience/work placement opportunities that match fully with the Work Placement Standard for Colleges has not yet been realised.
  1. College accommodation is generally of a high standard, however the accommodation and facilities within the Kingsway campus no longer meet learner or curriculum needs. This is resulting in learning environments that fall below acceptable standards and learning environments that are failing to keep pace with learner expectations or the needs of regional employers. This is having a day-to-day impact in subject areas such as Hair and Beauty, and is a major barrier to the implementation of the Regional STEM strategy and ambitions for Tayside.
  2. Learner feedback highlights that the use of diverse assessment approaches and methods is not consistent across all teams, limiting the value of some assessments as learning opportunities and reducing learner engagement in the assessment process.
  1. At c80% across a wide range of measures, levels of learner satisfaction are consistently high but have remained static for a number of years and are not improving in line with College aspirations.
  1. Whilst good progress has been made in respect of Students’ Association organisation and development, sustaining a single cohesive Students’ Association Executive has proven to be a challenge year-on year, resulting in disproportionate gaps in learner representation on individual campuses and impacting negatively on the overall effectiveness and autonomy of the Association.
  1. Feedback drawn from learning and teaching observations highlights that too many lessons are still delivered in a traditional teacher led format that does not match fully with College aspirations for the adoption of modern learning styles. Although these approaches can often be successful they do not fully engage learners in their learning, or prepare learners well for the next stages of their learning journey.
  2. Class and lead representative feedback on learning and teaching is more limited and less consistent than feedback on other topics, resulting in a restricted learner voice in this area (see 2.3 above).

Durham Sixth Form Centre

2017 Full Inspection Report
What does the school need to do to improve further?
  • Continue to share the outstanding practice which exists in teaching, learning and assessment, particularly in providing challenge for the cohort of students identified by the school as ‘most able’.
  • Further develop students’ speaking skills.

East Coast College

2020 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers need to improve the teaching skills of assessors. Assessors need to support apprentices’ development and recall of key theoretical concepts. They need to ensure that apprentices can apply new learning to more complex workplace situations.
  • Leaders and managers need to ensure that apprentices benefit from the same high-quality careers advice and guidance as adults and young people.
  • Managers and teachers must improve the English and mathematics skills of young people, including those with high needs. Young people must attend their lessons. They must apply the same purpose to their English and mathematics learning as they do to their other studies.
  • Leaders and managers need to increase the proportion of supported internship and employment opportunities for students with high needs.

East Durham College

2021 Full Inspection Report
What does the provider need to do to improve?
  • Ensure that staff teaching vocational and academic courses make good use of the detailed information in the education and health care plans of learners with high needs so that their approaches to teaching and training meet the individual needs of these learners.
  • Ensure that any additional learning and support needs that adult learners may have are identified at the start of their programmes so that appropriate support can be provided to enable these learners to remain on their courses, make good progress and achieve.
  • Ensure that all apprentices benefit from well-structured and well-sequenced training so that they make good progress in developing the theoretical knowledge they need to support them in their jobs.

East Kent College Group

2017 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers should continue with their initiatives to improve the quality of teaching, learning and assessment to raise standards further, focusing on those areas where achievement rates are not yet high enough. In particular they should ensure that:
    • lecturers set work that is sufficiently challenging to help the most able students make rapid progress and achieve or exceed their expected grades
    • lecturers provide sufficiently detailed feedback so that all students know what progress they are making and what they need to do to improve their work in order to achieve higher grades
    • managers and lecturers support students to be motivated to attend their English and mathematics classes so as to benefit from the good teaching, learning and assessment identified within these sessions and, as a result, improve their skills and achievement of English and mathematics outcomes.

East Norfolk Sixth Form College

2016 Full Inspection Report
What does the provider need to do to improve further?
  • Rapidly improve the quality of teaching, learning and assessment in the small minority of subject areas where performance is not yet to a sufficiently high standard by ensuring that:
    • leaders and managers focus on improving the performance of the few teachers who have not yet enabled students to achieve the high grades of which they are capable
    • teachers plan a broad range of activities and tasks that meet the different ability levels of students and challenge them to excel.
  • Ensure that teachers reinforce routinely the use of subject-related mathematics in lessons to enable students to improve their mathematics skills through regular practice.
  • Urgently improve attendance on discrete English and mathematics courses, so that students develop these skills, achieve their qualifications and are better prepared for their next steps.
  • Ensure that the tutorial programme meets the needs of all students and challenges them to improve their personal and social skills effectively.

East Riding College

2022 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders and managers should ensure that they strengthen further their focus on raising standards at the Yorkshire Coast College campus so that all learners enjoy the same high-quality experience.
  • Improve the quality of written feedback that learners receive so that it is consistently helpful in enabling learners to improve the quality of their written work.

East Surrey College

2022 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders should set higher expectations for the behaviour of students in communal areas of college sites, particularly at the East Surrey campus. Leaders and staff should monitor and challenge students’ conduct in these areas more closely than they currently do.
  • Leaders should set higher standards for students’ attendance and punctuality. Leaders, managers and teachers should take more assertive action to challenge low attendance in courses at all levels.
  • Leaders should ensure that teaching staff give apprentices feedback which helps them to understand and improve their work.
  • Leaders should take swift action to ensure that all apprentices receive effective careers advice and guidance that supports them with their next steps.

East Sussex College

2021 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders should ensure that apprentices studying with subcontractors receive the same high-quality training that those under the direct supervision of college staff benefit from. Managers should ensure that apprentices’ employers know what progress their apprentices are making and what training they can provide at work.
  • Teachers should ensure that students and apprentices know what specific steps they need to take to improve their work.
  • Leaders should ensure that they have a thorough understanding of the impact of the personal development curriculum, and that they make changes where it is not effective.

Eastleigh College

2022 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders, managers and governors must ensure they understand and fulfil their legislative responsibilities to children looked after and care leavers. They should ensure sufficient oversight of the whereabouts and well-being of these learners.
  • Leaders, managers and teachers must ensure apprentices’ assessment outcomes are used effectively to ensure teaching supports apprentices to improve.
  • Leaders and managers need to ensure employers are involved throughout the apprenticeship, so they are aware of their apprentices’ progress and the support they need to improve and achieve within the expected period.
  • Leaders need to ensure vocational teachers support all learners to develop and maintain their English skills.

Easton College

2021 Full Inspection Report
What does the provider need to do to improve?
  • Teachers must ensure that students develop good English skills. Teachers need to ensure that students produce written work of a high quality.
  • Leaders need to ensure that teachers place sufficient emphasis on ESOL students developing good spoken English so they can express their views clearly and assimilate into their community effectively.
  • Leaders need to ensure that apprentices receive good, impartial careers education, information, advice and guidance (CEIAG) to enable them to progress to their next steps and understand the breadth of career opportunities open to them.

Edinburgh College

2019 Full Inspection Report
Areas for Development
  • Additional interventions to be identified that support those with protected characteristics (including carers, LGB, Trans and students with mental health issues), in order to achieve mental wellbeing, improve retention and achieve increasingly successful outcomes for these student cohorts.
  • The ‘inclusive growth’ strategy has proved successful in terms of increasing credit delivery for students with a known disability, BME learners, those with care experience and those resident in the most deprived areas. However, these students do not yet perform as well as their peers across all areas of provision; additional intervention strategies are required.
  • Increase the number of students participating in the Student Satisfaction Surveys to a minimum of 50% across all areas of the provision.
  • 2017/18 saw a significant increase in the number of SIMD10 and Care-Experienced FTFE students both enrolled and achieving a recognised qualification, in line with the inclusion strategy. However, on courses of 160+ hours, the key groups often perform less well than their peers, in terms of the sector average. Whilst the number of care-experienced students enrolled on fulltime FE programmes continues to grow (178 in 2016/7, 245 in 2017/18) and the number of students achieving a recognised qualification following their fulltime HE or FE programme of study rose (71 in 2016/17, 138 in 2017/18) and the percentage of those achieving their HE qualification rose by 8.2% to 64.9%, the same was not the case for those on FE programmes; 41.2% achieved their qualification in 2017/18, which saw a decline from 46.8% in 2016/17. The College provides well-planned support for all care-experienced learners, as outlined in the Corporate Parenting Plan; transitions are supported through the regional Care Hub. Further work is underway to provide mentoring support with MCR Pathways.

Elliott Hudson College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Provide work experience earlier in the study programme for students who would benefit from it because, for example, they are not planning to progress to university.

Essex Adult & Community Learning Service

2018 Full Insepction Report
What does the provider need to do to improve further?
  • Leaders and managers should help tutors, assessors and employers to set clear, measurable, skills-based targets for learners and apprentices so that they can gauge and monitor their own progress more effectively.
  • Leaders and managers should work to improve the proportion of learners who progress from non-accredited to accredited learning.
  • Tutors and assessors should be supported to provide clearer and more detailed feedback to learners about how they can improve their work.
  • Leaders and managers should ensure that a greater proportion of learners on accredited courses in functional skills mathematics develop a good range of skills that allow them to achieve their qualifications.

Exeter College

2022 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers need to ensure that the course specifically designed for learners with high needs is sufficiently challenging, ambitious and individualised, to meet each learners’ needs.

Falmouth Marine School

2022 Full Inspection Report
What does the provider need to do to improve?
  • Leaders need to improve the quality of teaching in literacy and numeracy lessons so that students make better progress from their starting points, attend in higher numbers and achieve their qualifications.
  • Senior leaders must swiftly implement the new adult learning strategy and engage more hard-to-reach learners, including adults needing to improve their literacy and numeracy skills.
  • Managers must further develop the few teachers who are not yet sufficiently skilled in teaching theory topics to students, so that students understand the link between theory and practice.

Fareham College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Improve achievement rates in GCSE English and mathematics by making sure that:
    • students with low prior attainment in these subjects receive challenging and realistic targets to help them achieve a good grade
    • teachers receive high-quality training and development so they are better able to plan and deliver sessions that engage, motivate and enthuse students to achieve
    • teachers set challenging targets and provide consistently effective feedback that extend students’ English and mathematics skills.

Fashion Retail Academy

2016 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that all teachers benefit from further staff training and ongoing observation to improve their systematic checking of learners’ understanding and progress in lessons, and to prepare learners more thoroughly for GCSE examinations.

Fife College

2019 Full Inspection Report
Areas for development

Internal systems and infrastructure

  1. Embedding wider career management skills to support the learner is not fully developed and embedded to effectively support positive destinations for the learner (QI 3.2)
  2. College systems do not always have the functionality to respond to external stakeholder requirements for data (QI 3.2)
  3. Accessibility to data and the ability to analyse data is not sufficient at all levels of the college organisational structure to ensure the effective use of data to identify issues and seek improvement (QI 3.2)
  4. Allocation and coordination of work based core skills is not fully effective to ensure improvement of PIs and learner success, particularly in the area of working with others (QI 3.2)

Communication and sharing of good practice

  1. College receipt of the early communication of identification of additional support needs for school leavers is not yet timely to ensure an effective transition for all pupils (QI 3.1)
  2. Celebration and formal recognition of successful learning and achievement is inconsistent across all curriculum areas (QI 3.2)

Planning and monitoring

  1. The success rates of the students from SIMD10 remained static at 60%, however there was a decrease of 12.9% for FTHE. PTHE showed a 15.3% increase. Successful outcome for FTHE SIMD10 students and Care Experienced students is significantly poorer than non FTHE SIMD10 students (QI 3.2)
  2. Successful outcome for Care Experienced students is significantly poorer than non-Care Experienced (QI 3.2)
  3. Opportunities for the promotion of equality and diversity in lessons are not always utilised as a learning opportunity to broaden learner knowledge and understanding (QI 3.1)
  4. Gender Imbalance in STEM related programmes showed an improvement from last session with 57% male and 43% female to 55% male to 45% female (QI 3.1)
  5. There is a need to address staff development covering the review of statistical PI data for professional services teams to ensure shared ownership and understanding of their impact on the learner experience (QI 3.2)
  6. Withdrawal rates on many courses continues to be an issue for 8 of the 16 Education Scotland subject groups delivered at FE level and 6 of the 14 Education Scotland subject groups delivered at HE level (QI 3.2.
  7. Successful completion on courses shows FTHE as the only high-level category with a decline in performance, a greater focus is needed on sectors and courses affecting this along with Education Scotland subject group and course level review to ensure an improvement towards and above sector average. Student Outcome and retention on FTFE and PTFE programmes showed an improvement from the previous session. The smallest improvement was FTFE 1.7% for Completed Successfully and the highest improvement was 5.7% for PTFE Completed Successfully, however the performance is still below Sector Average for all PI measures. FTHE PI data shows a slight decline in retention (down 1.4%) and Completed Successfully (down 1.3%) increasing the gap from Sector Average. PTHE showed significant improvement in retention (up 5.1%) and Completed Successfully (up 8.6%) with this PI now only 1.9% below sector average and the highest in the past 3 years (QI 3.2)
  8. Students who would benefit from the use of assistive technology are not always identified early, promotion of awareness and access to is not always communicated effectively (QI 3.1)
  9. A focus is required on curriculum design and qualification aims to address the partial success on FTHE and FTFE courses to improve performance to above sector average (QI 3.1)
  10. Closer partnership work is required to ensure more detailed and consistent advice is provided to school pupils at transition stages in order to improve outcomes for senior phase pupils on college programmes (QI 3.1)

Fircroft College of Adult Education

2014 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that more teaching is outstanding by reviewing the observation of teaching and learning process so that it covers all aspects of the learners’ experience. Implement a programme of developmental observation to help teachers improve further their classroom practice.
  • Ensure learners’ individual learning needs are fully met by setting learning aims on short courses that are individual and specific to each learner. Provide sufficient stretch and challenge for the more able learners on the access programme.
  • Identify the reasons for the relatively weaker performance for access learners aged 19 to 25 and take effective actions to help them achieve as well as more mature learners.
  • Provide written feedback to learners on short courses within timescales that help them to learn from the assessment of their work and improve their performance.

Forth Valley College

2019 Full Inspection Report
Areas for Development
  • Whilst the College’s wide range of support services and arrangements are very effective in supporting students and meeting their needs, the College has recognised that these could be further enhanced by being more “joined up”. The College is developing a centralised Student Support System within its MIS, so that information about dialogues and interventions with individual students will be held centrally and available to all staff supporting the individual. This will also enable more accurate evaluation of the impact of College services and interventions.
  • The College is planning a review of the way in which it provides pastoral support to full-time students, to ensure that the available resources are being utilised to provide maximum impact on student success.

Franklin Sixth Form College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Accelerate the progress that students make when they study A levels in biology, physics, psychology and English literature.
  • Further improve the quality of teaching, learning and assessment by ensuring that teachers provide feedback to A-level students and adult students that helps them to understand how to improve their responses to questions that they may face in examinations and in their written assignments.
  • Improve attendance on adult learning courses by ensuring that all staff set high expectations for attendance and follow up non-attendance rigorously.
  • Further develop strategies to develop the skills that students need to be successful in adult life by:
    • carefully targeting work-related activities that students on 16 to 19 study programmes participate in, based on their starting points, to enable them to develop their skills and behaviours to their full potential
    • ensuring that adult students who study only vocational courses develop the English and mathematical skills that they need to secure employment or take on extra responsibilities in the workplace.

Furness College

2019 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that leaders and managers monitor closely the progress that learners make throughout the year to make sure that they are challenged to reach their full potential and achieve high grades.
  • Improve teaching, learning and assessment by ensuring that teachers and tutors:
    • plan lessons effectively to ensure that the most able learners and apprentices achieve routinely the high grades of which they are capable
    • provide effective feedback to learners and apprentices that identifies accurately spelling, punctuation and grammatical errors in their work to prevent them from repeating the same mistakes in future
    • implement a curriculum for learners who have high needs that meets and fulfils their needs and aspirations and focuses on the achievement of the outcomes of their education, health and care (EHC) plans.

Report Recommendations

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