What does the provider need to do to improve?
- Leaders and managers must ensure that managers in the weaker subject areas make more rapid improvements so that all learners and apprentices, including learners with high needs on specialist provision, benefit from a good quality of education.
- Leaders and managers should improve attendance and punctuality so that all learners and apprentices make the progress of which they are capable.
- Leaders and managers must ensure that apprenticeship staff inform apprentices at an earlier stage of the requirements of the end-point assessments. Staff must support apprentices to achieve merits or distinctions and ensure the development of English skills throughout their programmes.
- Leaders and managers must ensure that all learners benefit from an appropriate range of work-related encounters, including high-quality and meaningful work experience placements, so that learners can gain a good insight and develop appropriate new skills.
What does the provider need to do to improve further?
Leaders should:
- introduce reliable, well-understood and effective college-wide quality improvement and assurance arrangements that will:
- provide managers with an accurate understanding of the quality of teaching and learning in all areas
- support all teachers to improve their practice so that lessons provide greater levels of stretch and challenge for all learners in all areas of the curriculum
- support the identification and sharing of good practice in teaching, learning and assessment across curriculum and subject areas
- support teachers to provide their learners with clear constructive feedback on written work that identifies spelling, grammar and punctuation errors, and shows learners how to improve their work further
- support teachers to set and monitor clear, achievable targets for all learners
- provide governors and senior leaders with a reliable and comprehensive set of measures, including data, by which they may evaluate the quality of provision and the progress being made by the college
- ensure that achievement rates continue to rise in all vocational and academic areas to a point significantly above national rates, and ensure that learners’ progress from their starting points improves from current low levels for all academic and vocational level 3 programmes
- develop a clear and carefully monitored English and mathematics strategy that will improve opportunities for all learners who do not have a grade C or above in GCSE English and/or mathematics to achieve these qualifications
- ensure that all learners on vocational programmes and a greater proportion of learners on academic programmes benefit from work experience and activities that develop good employment skills
- ensure that attendance continues to rise to good levels in all areas of the curriculum, and that teachers are supported to challenge lateness to lessons
- ensure that all learners, including all apprentices, develop a secure and confident understanding of ways to keep themselves safe from the dangers of radicalisation and extremism and of the ways that the college values expressed in the ‘civility tree’ correlate with British values.
What does the provider need to do to improve further?
- Ensure the consistent implementation and application of effective improvement initiatives so that more learners attend lessons more regularly, on time, and make better progress.
- Ensure that all lessons are planned so that all learners are stretched and challenged to enable them to fulfil their potential, especially on advanced level courses.
- Raise the standard of teaching, learning and assessment consistently across the college so that the majority of learners in lessons make outstanding progress.
Areas for improvement
The college should address:
- learners’ inconsistent progress in vocational and academic qualifications at level 3
- attendance and punctuality in a significant minority of the college’s provision
- success rates for apprentices at level 2
- the reinforcement of equality and diversity in lessons and in learners’ reviews.
Areas for improvement
- Low success rate on NVQ level 1 electrical/electronic course in 2005/06
- Low success rates in 2005/06 on motor vehicle advanced apprenticeship and engineering apprenticeship frameworks
- Poor learner success rates in 2005/06
- Some poor practice in learner progress reviews
- Some underdeveloped employer links
- Poor review practises
- Insufficient monitoring and quality assurance of training in the workplace
- Missed opportunities for assessing learners
What should be improved
- provision for work-based learners
- the management of learning support staff in lessons
- target setting and individual learning plans
- the standard of some accommodation.
n/a
|
