What does the provider need to do to improve?
- Teachers and assessors should plan additional activities and offer extra qualifications to their most able learners on study programmes to enable them to achieve high grades; and extend apprentices’ skills beyond the expectations for competence set out in the apprenticeship qualification frameworks.
- Managers should provide training and support to ensure that teachers and assessors are competent and confident enough to teach mathematics from entry level up to GCSE. They should also ensure that there are enough teaching staff in place to cover all taught classes, so that learners benefit from the consistency and continuity that they need to develop their skills in mathematics.
- Managers and teachers should strengthen and widen the range of activities that they use to make learners fully aware of the risks posed by radicalisation and extremism, and increase learners’ level of understanding of these risks while they are at college.
- Managers need to devise a range of measures in the college’s quality improvement plan so they can assess when actions have been successful.
What does the provider need to do to improve further?
- Improve the quality of teaching, learning and assessment through improvements in teachers’ professional practice by:
- rigorously completing the application of the revised teaching, learning and assessment strategy
- effectively link the outcomes of graded lesson observations to reviews of performance
- ensuring performance-related action plans lead to effective improvements in professional practice, for example, in planning lessons, adjusting the pace of learning, providing stretch and challenge and more active learning.
- Achieve greater consistency and accuracy in the marking of learners’ written work by:
- closely monitoring and improving further the standards in assessment practice
- supporting and developing staff in the application of effective assessment.
- Improve English and mathematics GCSE and functional skills success rates by:
- developing teachers’ confidence in teaching English, mathematics and functional skills, through the support of skilled practitioners
- effectively embedding the development of learners’ English and mathematics in all subjects
- monitoring and reviewing how effectively English and mathematics GCSEs and functional skills are taught.
- Improve success rates at advanced level by raising retention rates.
- Support teachers and learners to improve the use of ICT in learning and assessment.
Areas for improvement
The college should address:
- rigour of the quality assurance processes relating to teaching and assessment
- the quality of teaching and learning
- the accuracy of self-assessment.
Areas for improvement
- insufficiently rigorous performance monitoring
What should be improved
- pass rates on courses at level 2 and 3 for students aged 16 to 18
- pass rates in key skills for full-time students
- use of information and learning technology (ILT) to support learning in most areas
- the amount of provision at levels 1 and 2 in some areas
- target setting and progress monitoring for work-based learners and some collegebased students
- co-ordination and management of numeracy, literacy and key skills learning
- promotion of equality of opportunity and diversity.
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