What does the provider need to do to improve further?
- Leaders and managers should ensure that improvements in teaching, learning and assessment lead to improved outcomes in the minority of areas in which too few learners achieve their qualifications.
- Leaders and managers should ensure that all teachers use relevant activities to capture learners’ interest and check learners’ understanding in order to ensure that learners consistently make progress and produce work of a high standard.
- Leaders and managers should ensure that staff use information about AS- and A-level learners’ prior achievements more effectively to set these learners targets to achieve the grades of which they are capable and ensure that their standards of work are consistently high.
What does Yeovil College need to do to improve further?
- Make sure that AS learners receive rigorous support and direction so that the achievement rates improve and they successfully progress to GCE A-level study.
- Share good practice across the college to ensure that all lessons have sufficient pace and challenge to ensure that learners fulfil their full potential and make excellent progress.
- Ensure that learners are set and meet challenging targets as part of their progress reviews to enable them to meet their aspirations and achieve their qualifications at the highest level possible.
- Continue to increase the value of self-assessment through more systematic feedback from employers. Increase the focus in self-assessment on employer-responsive provision.
Areas for improvement
The college should address:
- retention rates at levels 1 and 2 for learners aged 16 to 18
- the proportion of good or better teaching
- the implementation of arrangements for reviewing and evaluating the quality of provision
- the promotion of equality and diversity within the curriculum
- the effectiveness of actions to promote improvement.
Areas for improvement
- insufficient attention paid to meeting the individual needs of learners in lessons
What should be improved
- pass rates for adult students on level 1 and level 3 courses
- the quality and consistency of group tutorials
- too much unsatisfactory teaching in some curriculum areas
- key skills provision
- accommodation in some areas
- the consistency and rigour of target setting and the monitoring of students' individual learning plans
- quality assurance practices and self-evaluation in some areas.
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