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Inspection Report Recommendations

East Sussex College

2021 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders should ensure that apprentices studying with subcontractors receive the same high-quality training that those under the direct supervision of college staff benefit from. Managers should ensure that apprentices’ employers know what progress their apprentices are making and what training they can provide at work.
  • Teachers should ensure that students and apprentices know what specific steps they need to take to improve their work.
  • Leaders should ensure that they have a thorough understanding of the impact of the personal development curriculum, and that they make changes where it is not effective.

Eastleigh College

2022 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders, managers and governors must ensure they understand and fulfil their legislative responsibilities to children looked after and care leavers. They should ensure sufficient oversight of the whereabouts and well-being of these learners.
  • Leaders, managers and teachers must ensure apprentices’ assessment outcomes are used effectively to ensure teaching supports apprentices to improve.
  • Leaders and managers need to ensure employers are involved throughout the apprenticeship, so they are aware of their apprentices’ progress and the support they need to improve and achieve within the expected period.
  • Leaders need to ensure vocational teachers support all learners to develop and maintain their English skills.

Easton College

2021 Full Inspection Report
What does the provider need to do to improve?
  • Teachers must ensure that students develop good English skills. Teachers need to ensure that students produce written work of a high quality.
  • Leaders need to ensure that teachers place sufficient emphasis on ESOL students developing good spoken English so they can express their views clearly and assimilate into their community effectively.
  • Leaders need to ensure that apprentices receive good, impartial careers education, information, advice and guidance (CEIAG) to enable them to progress to their next steps and understand the breadth of career opportunities open to them.

Edinburgh College

2019 Full Inspection Report
Areas for Development
  • Additional interventions to be identified that support those with protected characteristics (including carers, LGB, Trans and students with mental health issues), in order to achieve mental wellbeing, improve retention and achieve increasingly successful outcomes for these student cohorts.
  • The ‘inclusive growth’ strategy has proved successful in terms of increasing credit delivery for students with a known disability, BME learners, those with care experience and those resident in the most deprived areas. However, these students do not yet perform as well as their peers across all areas of provision; additional intervention strategies are required.
  • Increase the number of students participating in the Student Satisfaction Surveys to a minimum of 50% across all areas of the provision.
  • 2017/18 saw a significant increase in the number of SIMD10 and Care-Experienced FTFE students both enrolled and achieving a recognised qualification, in line with the inclusion strategy. However, on courses of 160+ hours, the key groups often perform less well than their peers, in terms of the sector average. Whilst the number of care-experienced students enrolled on fulltime FE programmes continues to grow (178 in 2016/7, 245 in 2017/18) and the number of students achieving a recognised qualification following their fulltime HE or FE programme of study rose (71 in 2016/17, 138 in 2017/18) and the percentage of those achieving their HE qualification rose by 8.2% to 64.9%, the same was not the case for those on FE programmes; 41.2% achieved their qualification in 2017/18, which saw a decline from 46.8% in 2016/17. The College provides well-planned support for all care-experienced learners, as outlined in the Corporate Parenting Plan; transitions are supported through the regional Care Hub. Further work is underway to provide mentoring support with MCR Pathways.

Elliott Hudson College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Provide work experience earlier in the study programme for students who would benefit from it because, for example, they are not planning to progress to university.

Essex Adult & Community Learning Service

2018 Full Insepction Report
What does the provider need to do to improve further?
  • Leaders and managers should help tutors, assessors and employers to set clear, measurable, skills-based targets for learners and apprentices so that they can gauge and monitor their own progress more effectively.
  • Leaders and managers should work to improve the proportion of learners who progress from non-accredited to accredited learning.
  • Tutors and assessors should be supported to provide clearer and more detailed feedback to learners about how they can improve their work.
  • Leaders and managers should ensure that a greater proportion of learners on accredited courses in functional skills mathematics develop a good range of skills that allow them to achieve their qualifications.

Exeter College

2022 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers need to ensure that the course specifically designed for learners with high needs is sufficiently challenging, ambitious and individualised, to meet each learners’ needs.

Falmouth Marine School

2022 Full Inspection Report
What does the provider need to do to improve?
  • Leaders need to improve the quality of teaching in literacy and numeracy lessons so that students make better progress from their starting points, attend in higher numbers and achieve their qualifications.
  • Senior leaders must swiftly implement the new adult learning strategy and engage more hard-to-reach learners, including adults needing to improve their literacy and numeracy skills.
  • Managers must further develop the few teachers who are not yet sufficiently skilled in teaching theory topics to students, so that students understand the link between theory and practice.

Fashion Retail Academy

2016 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that all teachers benefit from further staff training and ongoing observation to improve their systematic checking of learners’ understanding and progress in lessons, and to prepare learners more thoroughly for GCSE examinations.

Fife College

2019 Full Inspection Report
Areas for development

Internal systems and infrastructure

  1. Embedding wider career management skills to support the learner is not fully developed and embedded to effectively support positive destinations for the learner (QI 3.2)
  2. College systems do not always have the functionality to respond to external stakeholder requirements for data (QI 3.2)
  3. Accessibility to data and the ability to analyse data is not sufficient at all levels of the college organisational structure to ensure the effective use of data to identify issues and seek improvement (QI 3.2)
  4. Allocation and coordination of work based core skills is not fully effective to ensure improvement of PIs and learner success, particularly in the area of working with others (QI 3.2)

Communication and sharing of good practice

  1. College receipt of the early communication of identification of additional support needs for school leavers is not yet timely to ensure an effective transition for all pupils (QI 3.1)
  2. Celebration and formal recognition of successful learning and achievement is inconsistent across all curriculum areas (QI 3.2)

Planning and monitoring

  1. The success rates of the students from SIMD10 remained static at 60%, however there was a decrease of 12.9% for FTHE. PTHE showed a 15.3% increase. Successful outcome for FTHE SIMD10 students and Care Experienced students is significantly poorer than non FTHE SIMD10 students (QI 3.2)
  2. Successful outcome for Care Experienced students is significantly poorer than non-Care Experienced (QI 3.2)
  3. Opportunities for the promotion of equality and diversity in lessons are not always utilised as a learning opportunity to broaden learner knowledge and understanding (QI 3.1)
  4. Gender Imbalance in STEM related programmes showed an improvement from last session with 57% male and 43% female to 55% male to 45% female (QI 3.1)
  5. There is a need to address staff development covering the review of statistical PI data for professional services teams to ensure shared ownership and understanding of their impact on the learner experience (QI 3.2)
  6. Withdrawal rates on many courses continues to be an issue for 8 of the 16 Education Scotland subject groups delivered at FE level and 6 of the 14 Education Scotland subject groups delivered at HE level (QI 3.2.
  7. Successful completion on courses shows FTHE as the only high-level category with a decline in performance, a greater focus is needed on sectors and courses affecting this along with Education Scotland subject group and course level review to ensure an improvement towards and above sector average. Student Outcome and retention on FTFE and PTFE programmes showed an improvement from the previous session. The smallest improvement was FTFE 1.7% for Completed Successfully and the highest improvement was 5.7% for PTFE Completed Successfully, however the performance is still below Sector Average for all PI measures. FTHE PI data shows a slight decline in retention (down 1.4%) and Completed Successfully (down 1.3%) increasing the gap from Sector Average. PTHE showed significant improvement in retention (up 5.1%) and Completed Successfully (up 8.6%) with this PI now only 1.9% below sector average and the highest in the past 3 years (QI 3.2)
  8. Students who would benefit from the use of assistive technology are not always identified early, promotion of awareness and access to is not always communicated effectively (QI 3.1)
  9. A focus is required on curriculum design and qualification aims to address the partial success on FTHE and FTFE courses to improve performance to above sector average (QI 3.1)
  10. Closer partnership work is required to ensure more detailed and consistent advice is provided to school pupils at transition stages in order to improve outcomes for senior phase pupils on college programmes (QI 3.1)

Fircroft College of Adult Education

2014 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that more teaching is outstanding by reviewing the observation of teaching and learning process so that it covers all aspects of the learners’ experience. Implement a programme of developmental observation to help teachers improve further their classroom practice.
  • Ensure learners’ individual learning needs are fully met by setting learning aims on short courses that are individual and specific to each learner. Provide sufficient stretch and challenge for the more able learners on the access programme.
  • Identify the reasons for the relatively weaker performance for access learners aged 19 to 25 and take effective actions to help them achieve as well as more mature learners.
  • Provide written feedback to learners on short courses within timescales that help them to learn from the assessment of their work and improve their performance.

Forth Valley College

2019 Full Inspection Report
Areas for Development
  • Whilst the College’s wide range of support services and arrangements are very effective in supporting students and meeting their needs, the College has recognised that these could be further enhanced by being more “joined up”. The College is developing a centralised Student Support System within its MIS, so that information about dialogues and interventions with individual students will be held centrally and available to all staff supporting the individual. This will also enable more accurate evaluation of the impact of College services and interventions.
  • The College is planning a review of the way in which it provides pastoral support to full-time students, to ensure that the available resources are being utilised to provide maximum impact on student success.

Franklin Sixth Form College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Accelerate the progress that students make when they study A levels in biology, physics, psychology and English literature.
  • Further improve the quality of teaching, learning and assessment by ensuring that teachers provide feedback to A-level students and adult students that helps them to understand how to improve their responses to questions that they may face in examinations and in their written assignments.
  • Improve attendance on adult learning courses by ensuring that all staff set high expectations for attendance and follow up non-attendance rigorously.
  • Further develop strategies to develop the skills that students need to be successful in adult life by:
    • carefully targeting work-related activities that students on 16 to 19 study programmes participate in, based on their starting points, to enable them to develop their skills and behaviours to their full potential
    • ensuring that adult students who study only vocational courses develop the English and mathematical skills that they need to secure employment or take on extra responsibilities in the workplace.

Furness College

2019 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that leaders and managers monitor closely the progress that learners make throughout the year to make sure that they are challenged to reach their full potential and achieve high grades.
  • Improve teaching, learning and assessment by ensuring that teachers and tutors:
    • plan lessons effectively to ensure that the most able learners and apprentices achieve routinely the high grades of which they are capable
    • provide effective feedback to learners and apprentices that identifies accurately spelling, punctuation and grammatical errors in their work to prevent them from repeating the same mistakes in future
    • implement a curriculum for learners who have high needs that meets and fulfils their needs and aspirations and focuses on the achievement of the outcomes of their education, health and care (EHC) plans.

Gateshead College

2020 Full Inspection Report
What does the provider need to do to improve?
  • Take rapid and effective action to tackle the college’s serious financial weaknesses in order to ensure the future sustainability of the quality of education.
  • Ensure that managers gain effective oversight of apprenticeship provision and take appropriate action to make sure that staff take ownership for improving apprentices’ progress in the development of new knowledge, skills and behaviours.
  • Effectively plan and coordinate apprentices’ on- and off-the-job training to ensure that the knowledge and skills that apprentices develop in training are well linked to workplace expectations and tasks.
  • Ensure that all teachers focus on developing learners’ English skills by helping to improve learners’ knowledge and their ability to apply this knowledge to their work.

Gateway Sixth Form College

2019 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers should work with staff in information technology and health and social care to develop a clear understanding of what students need to know for their next steps, to understand how best to sequence learning, and to develop their teaching skills.
  • Leaders and managers should work with staff to help them develop their understanding of how to use feedback most effectively.
  • Leaders, managers and staff should work with students to ensure they understand British values and the threats posed by those with radical and extremist views.
  • Governors should provide leaders and managers with greater challenge and take a more active role in driving further improvements at the college.

Glasgow Clyde College

2019 Full Inspection Report
Area for Development
  • Further work is required in more effective target setting, performance monitoring and improving retention and attainment for different groups experiencing barriers to learning.
  • There is a need to create a stronger evidence base in the development and application of Equality Impact Assessments, especially in relation to specific policies and procedures.

Glasgow Kelvin College

2019 Full Inspection Report
Areas for improvement
  • A few staff still show lack of awareness of regional and national priorities. For example – DYW is not yet consistently reflected in evaluation and planning processes.
  • The College should seek to improve further student awareness of the role and impact of the Student Association.

Gloucestershire College

2022 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and governors must improve systems for monitoring the impact of safeguarding training on staff’s knowledge and the implementation and reporting processes.
  • Leaders and governors must improve swiftly the quality of the curriculum for learners with high needs so that they are taught the skills they need to progress rapidly to the next stage of their education, training, employment and lives in their local communities.
  • Leaders and managers must ensure that all learners and apprentices, including learners with high needs, have additional opportunities to develop further their understanding of health and well-being, take part in additional enrichment learning activities and external work placements and receive high-quality careers education, advice and guidance.
  • Leaders and managers must implement strategies to improve the attendance of learners studying on a minority of programmes, particularly English and mathematics, to maximise the learning outcomes for all learners.
  • Leaders, managers and tutors must involve employers in the development of all curriculums to ensure tutors are planning, sequencing and teaching a relevant and ambitious curriculum content that meets the skills needs of all learner

Godalming College

2019 Full Inspection Report
What does the provider do well and what does it need to do better?

Trustees, leaders, managers and staff have very high expectations of their students. They have developed an outstanding culture in the college, which concentrates very strongly on learning and developing students’ independent learning skills. As a result, students are highly motivated, determined to succeed and studious. They are extremely committed to their studies. Students benefit from the extensive range of subjects, which enables them to follow the most appropriate programmes for their ambitions and aspirations. They appreciate the excellent resources and accommodation that help them learn.

Gower College

2018 Full Inspection Report
Recommendations
  1. Ensure that all learners attain the highest standards and grades they can
  2. Improve the extent to which learners practise and develop their literacy, numeracy and digital literacy skills through their vocational and academic programmes
  3. Increase opportunities for learners to sustain and develop Welsh as an employability and life skill
  4. Improve teaching strategies to ensure that learners of all abilities are challenged sufficiently in lessons
  5. Make sure that all self-evaluation processes are robust, evaluative and accurate across all areas of the college

Grantham College

2023 Full Inspection Report
What does the provider need to do to improve?
  • Leaders should make sure that all courses and the personal development curriculum are logically planned so that students and apprentices gain the knowledge and skills they require over time.
  • Managers should support all teachers to use assessment well and to help them develop appropriate resources and activities to aid students’ learning.
  • Leaders and governors should continue to closely monitor attendance and their strategies to improve student outcomes to ensure that students attend their courses and achieve.
  • Leaders should ensure that staffing continues to be in place for engineering apprentices and that they catch up with their studies and achieve.

Greater Birmingham & Solihull Institute of Technology

2022 Full Inspection Report
What does the provider need to do to improve?
  • Leaders, managers, and governors must improve the oversight of safeguarding by:
    • ensuring that designated safeguarding leads and officers undertake training to enable them to record and monitor incidents accurately
    • improving the training for staff to ensure they all use the central system to report and raise concerns consistently.
  • Leaders and managers should ensure that all teachers and assessors accurately assess learners’ starting points and use this information to inform their teaching  Leaders and managers should ensure that teachers and assessors provide sufficient feedback to enable learners to achieve to the level of which they are capable
  • Leaders and managers should ensure that attendance in a few subjects, including English and mathematics, improves.

Report Recommendations

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