What does the provider need to do to improve?
- Increase the proportion of young learners who achieve their qualifications and the proportion who achieve their target grades.
- Increase the proportion of young learners and learners with high needs who take part in high-quality work experience placements, so that those who plan to move into employment are suitably prepared.
- Monitor the progress that young learners make closely and intervene swiftly where progress slows.
- Provide useful and effective careers information advice and guidance for all learners and apprentices.
- Provide useful, pertinent and accurate information to governors so that they can challenge and support senior leaders more effectively.
What does the provider need to do to improve?
- Ensure that all students and apprentices benefit from a high-quality and ambitious curriculum.
- Improve involvement with relevant stakeholders in curriculum design to ensure that college training programmes meet skills needs.
- Improve the quality of the subcontracted provision for adults.
- Improve engagement with employers for apprenticeship programmes so that training plans are more effective.
- Improve the achievement of students aged 16 to 18, adults, and students with high needs.
- Improve the attendance of students aged 16 to 18, adults, and students with high needs.
- Ensure that safeguarding referrals are always dealt with swiftly.
What does the provider need to do to improve further?
- Implement fully, actions to ensure that teachers promote good or better progress for all learners within and outside lessons by ensuring teachers:
- have consistently high expectations of all learners to encourage them to achieve their full potential
- focus specifically on skills development rather than the completion of tasks, providing feedback of a consistently high quality to learners on the standard of their work, so that they know more precisely what they need to do to improve their performance
- measure learners’ progress more frequently and thoroughly, and use challenging targets to help learners achieve their potential.
- Reinforce clearly the expectations of vocational teachers in developing English skills across all subjects and support them to become confident and expert in these. Improve further learners’ English and mathematical skills through skilful use of vocational examples in learning and improve the teaching and learning of English by the specialist team.
- Develop further the offer and increase the uptake of work experience so that all learners on vocational courses have a real experience of work.
- Improve the way in which managers use the full range of data available to them to self-assess more accurately the relationship between outcomes data and the quality of teaching and learning.
Areas for improvement
The college should address:
- reducing the number of learners who withdraw from part of their programme of study at AS level
- the inconsistent progress made by learners aged 16 to 18 across the range of AS and A-level courses
- lesson planning to meet all learners’ individual needs more fully
- the rigour of procedures for deciding and moderating graded judgements about the quality of the college’s provision
- the evaluation of learners’ performance data throughout the college’s provision to allow clearer benchmarking with other similar providers
- improving the consistency of progress reviews and target-setting for all learners.
What should be improved
- retention and pass rates on long courses for adult students
- key skills provision
- lesson observations
- teaching methods to extend and inspire students
- arrangements for identifying the numeracy support needs of students.
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