What does the provider need to do to improve?
- As a matter of utmost urgency, governors, leaders and managers should make swift improvements to the standard of apprenticeships. They should increase the proportion of apprentices who achieve their programme on time. They should do this by:
- ensuring that all apprentices receive a rigorous assessment at the start of their apprenticeship to identify what they already know and can do; assessors should use information from this assessment to ensure that apprentices develop substantial new knowledge, skills and behaviours
- ensuring that all apprentices receive their entitlement to well-planned, high-quality off the-job training and ensure that apprentices make good progress on their programme
- identifying the specific aspects of the programme that need to be improved and meticulously monitoring the impact of changes that they make so that the quality of training that apprentices receive improves swiftly.
- Governors should hold senior leaders stringently to account for the performance of the apprenticeship programme.
- Managers should ensure that assessors provide useful feedback on students’ and apprentices’ work to improve the standard of their work.
- Leaders and managers should ensure that they accurately evaluate and act effectively to improve the quality of the provision for students with high needs and apprenticeships.
What does the provider need to do to improve further?
- Improve the quality of teaching, learning and assessment in the minority of A-level subjects where learners make insufficiently rapid progress, so that learners in these subjects achieve or exceed their expected grades.
- Ensure that teachers provide sufficient challenge to all the most able learners so that they make rapid progress and achieve their full potential.
- Rigorously monitor learners’ progress and the quality of training on the apprenticeship provision that is delivered in partnership with another provider. Identify and tackle weaker aspects of the provision to ensure that apprentices make good progress.
- Ensure that records of the outcomes of performance reviews with teachers provide leaders and managers with sufficient information to hold teachers to account for the quality of their teaching.
- Improve teachers’ skills in developing the written English skills of learners on study programmes. Closely monitor how well teachers focus on improving learners’ written English skills and take action quickly to improve weaker practice.
What does the provider need to do to improve further?
- Implement and monitor robustly the effectiveness of strategies already in place to improve the quality of teaching, learning, assessment and management on AS-level courses to increase significantly the proportion of students who make good progress, achieve higher grades and continue onto A-level courses.
- Use more effectively the results of initial assessment of students’ and apprentices’ English and mathematics skills to ensure that teaching more effectively supports students and apprentices to improve their skills and GCSE grades.
- Ensure that all students receive detailed feedback and information on their current performance and progress and are set the demanding targets that challenge them to improve, and enable teachers to monitor progress more effectively.
- Ensure the rigorous and consistent application of quality improvement systems across all areas of the college so that;
- staff are set specific targets for improvement and individual accountability for students’ outcomes
- good practice identified through quality systems is shared more widely to reduce variations in performance across campuses, courses and individual members of staff.
What does the provider need to do to improve further?
- Improve the quality of senior leadership by creating an ambitious strategic plan based upon a reliable evaluation of the quality of current provision and outcomes for students. Develop a clearer vision for the future and a mission with challenging, measurable targets.
- Improve the capacity of governors to hold leaders to account and evaluate the quality of provision. Develop an accurate measure of the performance of each subject area and build this into an evidence base that governors can use to hold the college to account.
- Devise a better system to measure the performance of teachers and improve the impact of staff development. Improve communication and the sharing of good practice particularly between staff who work at different sites.
- Increase the proportion of A-level and AS courses where students make consistently good progress in lessons. Increase the number of AS science students who complete the A level and the proportion of students on A-level and AS courses generally who gain high grades.
- As a matter of priority, increase the proportion of students who gain an A* to C grade in GCSE English and mathematics. Ensure teachers always set challenging enough targets no matter what students’ prior educational experience has been.
- Improve learning by giving students more opportunity to deepen their understanding and knowledge in lessons, for example using information learning technology more effectively. Build upon the good teaching in many vocational and some academic subjects to increase the number of outstanding lessons.
What does Cheadle and Marple Sixth Form College need to do to improve further?
- Sustain and improve examination results and the progress that learners make so that the significant minority of underperforming courses is reduced by 2011. Ensure that the more able learners make sufficient progress to match and where possible exceed their capabilities.
- Ensure that the best practice in teaching and learning is spread more widely so that all learners have the opportunity to be challenged in their learning and achieve the results of which they are capable.
- Use assessment and tracking information more consistently across the curriculum and in the guidance and support learners receive so that all achieve the best possible outcomes of which they are capable. Link assessment more closely to target grades so that all learners have a clear idea of their progress and know what steps to take to improve.
- Reduce the percentage of students who fail to progress from the first to second year on advanced level courses. Improve the collection and analysis of destination data for those learners leaving courses early.
Areas for improvement
The college should address
- retention rates and learners’ poor progress relative to prior attainment in some subjects
- proportion of good or better teaching
- quality of tutorials
- the promotion of equality and diversity
- the urgency with which key issues are tackled
- the financial stability of the college.
Areas for improvement
- Low pass rates on AS and GCE A level art and design
- Poor value added on AS and GCE A level art and deign
- Underdeveloped drawing from observation
What should be improved
- retention rates and pass rates on some courses
- consistency of application of quality assurance procedures
- teaching and learning in some curriculum areas
- opportunities for and uptake of enrichment activities
- effectiveness of group tutorials
- the use of information and learning technology (ILT) to help learning
- the full completion of frameworks for modern apprenticeships
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