What does the provider need to do to improve?
- Ensure that a higher proportion of learners who have high needs and for whom employment is an appropriate next step progress into paid work when they leave the college.
- Improve the attendance of learners where it is too low.
- Ensure that assessors help apprentices in health and social care to develop the new knowledge that they need to be successful at work and in their apprenticeship.
- Improve assessment in the few areas where it is not good enough so that lecturers have an accurate understanding of the knowledge that learners are missing and can use it to inform future teaching activities.
What does the provider need to do to improve further?
- Strategically review the rationale for underperforming provision, such as AS levels and GCSEs, and put effective actions in place to address the weaknesses identified. Ensure that these actions are closely monitored so that the pace of improvement here improves rapidly.
- Closely monitor the performance of all students so that they make the best progress possible. Ensure they receive more tailored and critical feedback across all subjects, matching that currently seen in the strongest areas, to help challenge and extend them further.
- Refine the sharpness of the self-assessment process. Ensure that action plans are specific and focused on the key factors needed for driving forward improvements so that progress continues to be made and highly effective practice is embedded in all areas.
- Further develop the sharing of best practice and ensure that the innovative practice seen in some areas, such as the use of mobile technology, is spread across all areas and used to enhance teaching and learning.
What does South Tyneside College need to do to improve further?
- Accelerate the rate and consistency of the improvement in success rates by using more ambitious targets and monitoring progress more critically. In particular improve the progress made by GCE AS and A-level learners.
- Improve the effectiveness of teaching and learning by enhancing the observation system to focus more closely on the progress made by learners rather than the activity of teachers. Increase the sharing of good practice by teachers to ensure that all learners remain suitably challenged during lessons.
- Become more self-critical in evaluating the effectiveness of the college by improving the systems used to compare itself with similar colleges and national benchmarks. Further develop the systems used to measure the impact of the care, guidance and support on retention and pass rates.
- Ensure that links between self-assessment and action planning at strategic and operational level are better connected. Improve the clarity of the operational planning process, stating more clearly the desired outcomes, actions, timescales and accountabilities. Ensure that targets and milestones are monitored more rigorously and where necessary targets are revised during the year.
- Introduce more effective ways of using users’ views to involve them in decision making and improvement. Enhance the effectiveness of learners’ and employers’ representatives so that they have a more significant impact on the work of the college.
- Improve the arrangements for the promotion of equality of opportunity in work-based learning by ensuring that equality and diversity policies and procedures are adhered to more closely.
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Areas for improvement
The college should address:
- the significant amount of unsatisfactory teaching and learning
- poor health and safety management
- lack of compliance with the Race Relations (Amendment) Act and legislation to safeguard children
- under-developed quality assurance and self assessment processes
- inadequate systems for performance management
- some poor quality accommodation and learning resources.
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