What does the provider need to do to improve?
- Improve attendance rates, particularly in English and mathematics lessons for adults and for a minority of study-programme learners, by ensuring that teachers promote the importance of attendance effectively and managers follow up absenteeism assiduously to ensure that all students attend their lessons regularly and promptly.
- Leaders and managers should address the weaknesses in teaching, learning and assessment in the subject areas where performance is persistently low. Teachers and assessors should plan learning carefully by taking into account the starting points of their students and apprentices so that learning activities challenge them and extend their knowledge, skills and understanding.
- Leaders and managers should ensure that assessors and employers carefully review the progress that apprentices make on electro-technical programmes, and joinery and accounting courses and swiftly make the necessary interventions where they do not make the expected progress.
What does the provider need to do to improve further?
- Improve the quality of teaching, learning and assessment by ensuring that:
- teachers and assessors set high expectations of what their students and apprentices can achieve to aspire them to achieve the grades and qualifications of which they are capable.
- teachers and assessors plan learning carefully, taking into account the starting points of their students and apprentices, so that learning activities challenge and extend their learning, regardless of their ability
- teachers and assessors provide feedback that helps students and apprentices to understand how they can improve their work and accelerate their learning
- teachers promote the importance of attendance effectively and managers follow up absenteeism meticulously to ensure that more students attend their lessons regularly.
- Increase significantly the proportion of apprentices who achieve their apprenticeship and who complete within the planned timescale.
- Leaders, managers and governors must ensure that their recent actions to improve the quality of the provision continue to be applied rigorously and consistently, so that students on all levels and all courses achieve their qualifications.
What does the provider need to do to improve further?
- Urgently improve the quality of teaching, learning and assessment in English, accounting and finance so that learners receive a good or better learning experience and the proportion that achieve their qualification significantly increases.
- Introduce more rigorous and systematic tracking of learners’ progress against more precise and appropriately challenging targets and provide high quality written feedback so that learners know more precisely, what they need to do to improve their performance.
- Improve learners’ English and mathematical skills through skilful use of appropriate vocational contexts; develop learners’ examination techniques to ensure a greater proportion achieve grade C in their GCSE.
- Extend the availability of good quality, external work placements to prepare all learners better for transition into employment or further study; build upon good existing practices within the college to benefit learners across all subject areas.
- Improve curriculum managers’ ability to use data, to self-assess and to write more critically about their curriculum area so that managers provide greater consistency in monitoring performance against clear targets, have a much better understanding of the strengths and areas for development and prioritise and implement successful quality improvements.
Areas for improvement
The college should address:
- the organisational focus on improving retention rates
- improving the proportion of good or better teaching particularly on level 3 courses
- insufficiently robust and critical self-assessment.
What should be improved
- the retention rates of students on level 3 courses
- the low numbers of students aged 16 to 18 achieving key skills qualifications
- the strategic management of key skills and Skills for Life across the college
- the use of information and learning technology (ILT) in some curriculum areas
- the rigour of the lesson observation system o the proportion of apprentices who achieve the full apprenticeship framework.
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