What does the provider need to do to improve further?
- Teachers and assessors, particularly in A-level provision and English and mathematics GCSE courses, should improve the quality of teaching learning and assessment by:
- using the information from students’ starting points to develop learning that challenges the most able to make the progress of which they are capable
- providing clear feedback to all students on what they need to do to improve.
- Managers of English and mathematics GCSE courses should improve the progress of students by:
- ensuring that teachers record the in-year attainment of all students and that staff and students have a shared and common understanding of the actions for improvement for students who fall behind
- ensuring that they have a comprehensive understanding of the progress that students are making online and in the hub, and that these additional forms of study are leading to rapid progress
- Leaders and managers should improve pupils’, students’ and apprentices’ attendance on the courses where rates are too low.
What does the provider need to do to improve further?
- Improve success rates on the minority of courses where they are below average by tackling the issues that the college has identified as key factors, for example by ensuring that students are well prepared for formal assessments.
- Increase the proportions of students who achieve grades A* to C in GCSE English and mathematics.
- Improve attendance at lessons, including English and mathematics lessons for students on study programmes.
- Ensure that the minority of weaker lessons are better planned to take into account the different needs and abilities of students so that all are suitably engaged and challenged, especially in discrete English and mathematics lessons for younger students.
- Develop better consistency in assessment practice across the college so that all students receive appropriately detailed and timely feedback that helps them to improve their work.
What does South Birmingham College need to do to improve further?
- Improve the rigour and value of self-assessment reports by: making more effective use of data to identify strengths and areas for improvement; strengthening procedures for monitoring action plans; and extending monitoring and evaluation to some aspects of college provision where it is not comprehensive such as students’ progress, destinations and progression.
- Improve the quality of teaching and learning on advanced level courses by planning activities carefully to provide sufficient challenge for all students, particularly the most able.
- Improve success rates on intermediate and advanced level courses by measuring more effectively students’ progress against their starting points and continuing to implement retention strategies.
- Improve attendance by making sure that teaching staff maintain their high expectations of students’ attendance, set challenging targets for attendance and analyse and report overall attendance in more detail, including by college site.
Areas for improvement
The college should address:
- success rates for learners aged 16 to 18
- apprenticeship achievement rates in construction
- under-developed teaching of key skills
- inconsistency of group and individual tutorials
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What should be improved
- proportion of students aged 16 to 18 who complete qualifications at level 3
- teaching in some subject areas • methods for recording and measuring learning support
- co-ordinating and monitoring provision across college sites
- accommodation which inhibits teaching and learning
- implementing of procedures for internal verification
- access for people with restricted mobility.
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