College Websites

2025 Full Inspection Report

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

Leaders and managers provide an exceptionally current and relevant curriculum that enables learners to develop specialist knowledge and skills in creative arts. They provide learners with access to highly specialised equipment and resources that enhance their studies. The small adult learning provision offered, which is predominantly an access to higher education (art and design) course, enables learners to focus on developing the skills and knowledge required for higher education and equips them with the skills to work professionally in their chosen field. All learners are well prepared for their next steps into further education, higher education or careers in the creative arts industries. Leaders and managers ensure that learners achieve well. Leaders and managers have continued to improve the achievement rate of learners since the last inspection.

Leaders recruit highly experienced lecturers who have subject expertise and industry experience. For example, on the level 3 acting for stage and screen course, lecturers work as practising professionals in the industry as playmakers, musicians and actors. They use their subject knowledge to plan and deliver current and relevant content and help learners develop acting skills mastery.

Lecturers use a range of very successful teaching strategies to help learners acquire the basic skills they need for progression to more complex topics. In the first year of the level 3 acting for stage and screen course, lecturers demonstrate principles of acting, and learners cover voice, physicality and characterisation. In the second year, learners move on to studying classical theatre and also focus on audition preparation and digital portfolios. Lecturers use videos in research sessions to highlight performance features such as the use of movement and gesture and discuss these with learners. Lecturers use recap activities frequently to help learners recall what they learn, such as referring back to previous study or assignments. On the level 3 costume design course, learners improve their technical production skills using industrial sewing machines. Staff support learners through a step-by-step demonstration of, for example, the production of rouleau loops and fastening.

Lecturers help learners identify what they do well and how they can improve. For example, on the level 3 graphic and digital design course, learners are very capable of identifying emerging industry trends when reviewing artwork such as brand logos. Lecturers then revisit the design process with learners to help learners identify what they could improve before final assignment deadlines. As part of their course, learners produce a comprehensive portfolio, which they use successfully to gain employment or to secure a place for further learning.

Following assessment, lecturers provide learners with very useful feedback which guides them well in relation to future work. In animation and illustration, first-year learners receive feedback on each completed project. This summative feedback identifies key areas for development linked to the requirements of the second year of the course. As a result, learners are clear about how they can improve and value the expert advice that they receive.

Lecturers successfully support learners in developing their English and mathematics skills. During practical sessions, learners on the level 3 acting course work on core English skills such as sight reading and annotating scripts, as these are necessary skills for auditions. In level 3 costume design, learners apply basic mathematical principles prior to their pattern cutting. They are able to measure accurately, use rulers and set squares to determine angles, understand scale and produce patterns in half and full scale.

Leaders have a thorough understanding of the many strengths and few areas for further improvement for the courses they offer. Since the last inspection, they have continued to improve, develop and expand the provision.

Leaders and managers conduct quality assurance activities such as lesson visits and learning walks to evaluate the effectiveness of teaching. They offer training and support where weaknesses are identified. They use data to evaluate why a few learners leave or do not achieve and know the personal circumstances affecting these learners and the impact on retention and achievement. They ensure that the programmes they offer remain high quality.

Leaders and managers have recently appointed new, suitably experienced staff to work with learners with special education needs and/or disabilities. These staff have introduced useful individual learning plans for learners. The plans contain key information from learners’ education, health and care plans and helpful strategies for lecturers and support staff to follow to help learners achieve their aspirations. Because the plans are new, it is too soon to see exactly how they are used to set targets and monitor progress.

Learners are very well prepared for their next steps. They receive helpful support from lecturers who are knowledgeable about the specialist industries in which they work and from specialist careers advisers for support with UCAS and progression to higher education. Lecturers provide learners with valuable information about possible career pathways and roles in the arts sector. Learners interested in a career in acting are aware of the diverse opportunities available, such as roles as a scare actor, verbatim theatre actor and actor/producer. A high proportion of learners progress to prestigious stage schools in London.

Lecturers skilfully ensure that learners understand the risks associated with extremism and radicalisation and how to maintain their own and others’ safety. Learners actively participate in presentations about what constitutes left-wing and right-wing extremism and how risks escalate when community tensions are high. They know to report suspicious behaviour and be aware of items that could relate to acts of terrorism in the stage and screen industry, such as unattended belongings in theatre spaces.

Lecturers on the level 3 graphic design and digital course introduce learners to, and continue to maintain their awareness of, ethical considerations. Through assignment briefs, lecturers align many projects to social issues where learners report on, or have to present possible solutions to, problems in modern Britain and global issues. For example, learners produce work that identifies social issues relating to war.

Leaders work with a highly knowledgeable and committed board of governors that has a very strong understanding of the challenges that come from managing a further education learning environment. Governors receive comprehensive board papers and also hear first-hand from staff and learners about challenges facing the school. This enables them to challenge and hold senior leaders to account effectively.

2022 Full Inspection Report

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

Leaders and managers provide an exceptionally current and relevant curriculum that enables learners to develop specialist knowledge and skills in creative arts. They have invested in a new, purpose-built arts centre which provides learners with access to highly specialised equipment and resources that enhances their studies. As a result, learners are well prepared for progression into careers in the creative arts industries and higher education. For example, learners aged 16 to 18 studying photography benefit from accessing specialist resources such as a photoshoot gallery, dark rooms and specialist commercial printers to support their learning. On completion of their final major projects, they are highly competent in creating a range of professional photographic images such as watergrams, cyanotypes and chemigrams.

Leaders and those responsible for governance have a very secure oversight of the quality of education that is provided for all learners. They have taken positive and productive steps to improve the quality of the very few areas of provision that they have identified as underperforming. Governors challenge leaders and managers very effectively to ensure that all learners continuously receive a high-quality learning experience.

Lecturers are highly skilled and expert in their arts specialisms. They participate in relevant professional development activities by attending workshops, exhibitions and conferences. Many continue to work in the creative industries outside of their teaching roles to maintain their design expertise. Leaders host an annual further and higher education conference that allows staff to share best teaching and industry practice.

Lecturers sequence their teaching exceptionally well to help learners learn and recall key artistic concepts before moving onto more complex art projects that further develop learners’ knowledge and skills. In fine art sessions, lecturers teach learners about the scope of materials that they can use in painting. Learners then move on to studying and producing initial line drawings in black and white, and then to integrating colour and tone. Adult learners on access to higher education programmes successfully acquire knowledge of formal elements and principles of drawing techniques and apply this knowledge in their coursework, enabling them to master advanced skills quickly.

Learners respond very positively to the high expectations set by their lecturers. They approach challenging, employer-led projects enthusiastically and creatively. Learners demonstrate a good understanding of wider social issues and the beneficial impact that the creative industries have on society. They take on active roles in artistic projects set by lecturers and employers that enable them to contribute to improving their local communities. For example, learners develop and apply their understanding of tactical urbanism through a project on which they submit artwork designs to an international competition that focuses on the town council’s regeneration of the town centre. They develop ideas on engaging communities in regenerating derelict spaces, taking good account of social needs, well-being and mental health.

Leaders and managers have developed a very effective careers education programme that provides learners with useful information about different progression routes available to them, including higher education, apprenticeships and employment. Lecturers provide a very wide and inclusive range of additional activities that enable learners to access activities that prepares them well for their next steps. For example, leaders have renamed Wednesday afternoon activities ‘Professional Studies’, a time when learners access presentations and guest speakerships from industry specialists and curated talks by leading designers from specialist design studios. As a result, learners better understand routes into employment and are increasingly more aspirational in their career ambitions.

Leaders and staff create an extremely calm and orderly environment where learners are supported in their learning to develop behaviours and attitudes that prepare them very well for their next steps. Lecturers on level 3 graphics programmes reinforce expectations of learners to focus on and be diligent in their studies, reminding them after breaks that they should promptly focus on their individual projects and stay on task. As a result, learning is highly purposeful and productive, and learners develop work-ready skills such as dedication, focus and commitment.

Leaders and other staff identify appropriate and timely personal goals for learners with high needs. The special educational needs and disabilities coordinator regularly assesses individual learning plans to ensure that goals and education, health and care plan outcomes are met. As a result, learners with high needs make good progress in acquiring the wider skills they need to prepare themselves for adulthood.

Lecturers successfully incorporate wider social issues into their teaching. Learners develop very mature attitudes about being tolerant and wholly accepting of difference. As a result, learners consistently demonstrate a very secure understanding of fundamental British values in their behaviours and their artistic work. For example, learners maturely explore and consider challenging stimuli such as racism, hate crime, homophobia and the rule of law that results in exceptional project work incorporating, through multimedia approaches, social themes such as feminism.

2009 Full Inspection Report

 Areas for improvement

The college should address:

• lower retention on a small minority of courses
• deficiencies in accommodation at the Burlam Road site. 

2005 Full Inspection Report

What should be improved

• retention rates on some courses
• the overall monitoring and attendance of key skills
• access for students with restricted mobility
• increased sharing of good practice across courses and sites
• more systematic analysis of data to inform judgments and target setting