What does the provider need to do to improve?
- Identify accurate starting points for students and use this information to ensure that students have appropriate targets agreed in their individual learning plans.
- Provide high-quality work experience linked to students’ long-term aspirations and interests as soon as students are ready.
- Provide staff with training that supports them to develop the teaching skills they need to teach students with high needs.
- Ensure that leaders, managers and trustees have effective oversight of the quality of the provision and the progress of students.
- Ensure that all students make expected progress towards achieving their English and mathematics qualifications.
- Ensure that teachers check the understanding of students, as well as the progress that they make, effectively.
What does the provider need to do to improve further?
- Improve the effectiveness of lesson observations by ensuring that that they include clear judgements on learning and assessment, and that they lead to effective action for improvement.
- Make more effective use of the results of initial assessment to plan lessons that meet all learners’ needs.
- Improve the use of learning technology including interactive whiteboards, to enliven lessons, involve learners more fully in their learning, and promote learning through a wider range of audio and visual resources.
- Make better use of the self-assessment process and report by identifying strengths and areas for improvement in more detail, and ensuring that the report leads to a more ambitious action plan that drives quality improvement, particularly in teaching, learning and assessment.
- Improve arrangements to ensure the security of staff and safety of learners, especially younger learners and vulnerable adults, by carrying out a thorough assessment of risks and taking all reasonable steps to minimise these risks, particularly in the café and reception area.
Key areas for improvement
- Insufficiently thorough arrangements to assure the quality of teaching and learning
- Low retention rates in some literacy and numeracy workshops
- Maintenance of and improvements to the standard of accommodation and information technology facilities
Key challenges for Swarthmore Education Centre
- maintain the very good standards in the arts programmes
- develop meaningful individual learning plans for all learners in ICT and on foundation programmes
- monitor and record learners’ progress
- develop a comprehensive development plan for each area of learning, with realistic and challenging targets
- develop effective arrangements for monitoring and evaluating equal opportunities
- use learners’ achievement and progress data to evaluate the effectiveness of programmes
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