College Websites

2025 Full Inspection Report

What does the provider do well and what does it need to do better?

Leaders have put in place consistently high-quality learning programmes that are very closely aligned with the needs of their students and the communities they serve. Staff plan and teach their courses to make sure that learning builds on what students know and can do. They ensure that students have a very secure understanding of the fundamental aspects of a subject before introducing more challenging topics. A-level psychology students learn how to debate effectively before they apply this knowledge when debating topics. For instance, adult learners who speak English as an additional language initially learn essential everyday language and skills, such as how to greet people and the names of different foods, before they use this knowledge to order food in a restaurant.

The quality of teaching is outstanding. Teachers use a range of very effective teaching strategies to devise interesting, challenging and highly relevant activities. Teachers check students’ understanding very thoroughly. They ask questions to the group and follow up with relevant, targeted and probing questions to check, challenge and extend students’ learning very successfully. Where students make errors, teachers are very quick to provide corrective feedback. Teachers provide students with thorough and comprehensive feedback that accurately identifies what they do well and where they need to improve. Students use this information effectively to improve the standard of their future work.

Teachers link theory to practice and model the use of subject terminology very effectively. For instance, teachers of A-level psychology refer to the training of puppies as an example of operant conditioning and positive reinforcement. Teachers support students to use technical vocabulary appropriately and fluently. Teachers of A-level mathematics make sure that students use the correct technical language in the correct context. Students acquire new knowledge and skills very effectively and confidently use specialist language.

Teachers use the information they gain from assessments to inform future learning activities exceptionally well. Teachers of GCSE English accurately identify where students do not have a secure grasp of a topic and ensure that they revisit it to consolidate students’ recall and understanding. In this way, teachers rapidly close gaps in students’ knowledge.

Staff are highly ambitious for all students. They use their in-depth understanding of the interests, future aspirations and support requirements of students with high needs to devise learning programmes closely tailored to their needs. Students with high needs develop essential personal, social and communication skills that enable them to pursue their future aspirations. They grow in confidence and become increasingly independent. In this way, they are prepared exceptionally well for their future life and adulthood. They achieve their final assessments and gain the highest grades in line with their peers.

Staff provide excellent support for students. Where students do not initially understand what they are being taught, teachers spend time to revisit topics to ensure students have a secure understanding. A very high proportion of students aged 16 to 18 pass their final assessments, often achieving high grades such as A* to B on their A level. Most students move on to further learning or work. A high proportion secure a place at their first-choice higher education institution, many at universities that have high entry requirements.

Staff help students to develop important skills and knowledge and acquire behaviours important for work. A-level photography students are highly skilled in their use of creative software and techniques such as collage, tearing and burning to enhance their work. Travel and tourism students develop skills and behaviours needed for the workplace. They are polite and attentive. Students learn the essential customer service skills needed to work in the hospitality sector. The standard of students’ work is very high.

Students participate in the full, rich and challenging curriculum that helps them balance academic study and social pursuits. Students benefit from an extensive and high-quality enrichment programme that gives them opportunities to further extend their subject knowledge or explore new interests, such as juggling, film club, crochet and sports teams. Students who compete in sports competitions receive individualised support through the college’s elite athletes programme, where they receive help relevant to their sport, such as nutrition and injury prevention. Students acquire positive attributes, such as self-belief and confidence, that empower their future success.

Leaders and staff provide a programme of high-quality careers information, advice and guidance that supports students to make informed decisions about their next steps in education and employment. Students are supported very well by staff with their applications to university and know about the different careers open to them when they finish their education. Students are well prepared for their next steps in learning or work.

Leaders have implemented a range of comprehensive and thorough quality assurance processes to understand the effectiveness of their provision. Leaders focus on the education they offer and are quick to intervene when courses fall below their very high standards. Leaders undertake internal and external quality reviews of courses, supported by other college leaders in the region. They are quick to implement any recommendations. Leaders intervene to make improvements, including through targeted professional development for staff. This helps to continuously improve the provision.

Leaders benefit from effective oversight from highly skilled governors. Leaders and governors have a clear vision for the future of the college. They recognise the importance of the college to the region and make sure the decisions they take are in the community’s best interests.

2021 Full Inspection Report

What does the provider need to do to improve?

• Leaders and managers should ensure that all teachers understand the strengths and weaknesses of their classroom practice, and support the few teachers who need to improve any weaknesses quickly.
• Leaders and managers should ensure that all students benefit from work experience and work-readiness activities.
• Leaders and managers should improve their tracking of students’ participation in enrichment opportunities in order to understand the impact of these activities.
• Leaders and managers should check that all adult learners know and understand how to make a safeguarding disclosure.

2008 Full Inspection Report

Areas for improvement

The college should address:

• students’ performance in a minority of subjects, including mathematics
• the progress students make in relation to their prior attainment.

2004 Full Inspection Report

What should be improved

• monitoring the effectiveness of classroom teaching
• key skills provision
• access for students and staff with restricted mobility
• provision of ILT resources in some teaching areas
• retention rates on provision at levels 1 and 2 for adults
• vocational enrichment and careers guidance for students