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Inspection Report Recommendations

Heart of Worcestershire College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that learners on level 3 programmes:
    • routinely receive insightful and informative feedback from teachers so that they understand clearly how to improve their work, accelerate their learning and achieve high grades
    • have precise targets to guide their development and progress.
  • Improve learners’ attendance at lessons so that it is good in all curriculum areas and across the college by following up methodically on non-attendance, rigorously applying the college’s existing attendance strategy and evolving a zero-tolerance culture towards unauthorised absences.
  • Improve the quality of teaching, learning and assessment in functional skills English and mathematics at level 2 and in GCSE mathematics by:
    • developing the skills of teachers to ensure that they support learners to develop and apply their English and mathematics skills well in their vocational and academic work
    • ensuring that teachers of English and mathematics use the findings of regular assessment to identify learners’ skills gaps and ensure that these learners are supported well to quickly gain the required techniques and approaches essential for good progress in their learning
    • ensuring that managers provide training and development to support improvement in the teaching of mathematics and English essential skills.

Henley College

2019 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers should plan their apprenticeship courses to ensure that all apprentices benefit from well taught and frequent lessons to help them build their skills and knowledge and complete their programmes.
  • Leaders and managers should ensure that staff assess apprentices’ prior knowledge carefully, use this information to plan learning and provide apprentices with clear feedback to enable them to make progress.
  • Leaders should provide governors with more information about the quality of their apprenticeship courses to enable them to judge the progress of improvements.
  • Leaders should improve their tracking of students’ external work experience and their analysis of students’ destinations to enable them to more fully measure the impact of their learning.
  • Leaders and managers should quicken the pace of improvements so that students’ achievements are consistently high and more achieve the grades of which they are capable.

Hereford College of Arts

2013 Full Inspection Report
What does the provider need to do to improve further?
  • Increase the proportion of students achieving merit and distinction grades, particularly on extended diploma courses in art and design and music, by:
    • ensuring all teachers are skilled in providing sufficiently challenging activities and are adept in using probing questions to elicit thoughtful responses from students and to deepen their understanding of key topics
    • sharing the existing good practice in teaching and assessment across all teachers in the college to increase the proportion of outstanding teaching, learning and assessment.
  • Collate a more comprehensive analysis of students’ destinations, particularly in following up outcomes for those progressing to employment and those taking a gap year.
  • Maintain the strength of focus on actions for quality improvement to embed the culture and staff collective responsibility for continuous quality improvement throughout the college.

Hereford Sixth Form College

2008 Full Inspection Report
Areas for improvement

The college should address:

  • insufficient completion of ICT key skills portfolios at level 2
  • unsatisfactory temporary classroom accommodation.

Herefordshire & Ludlow College

2010 Full Inspection Report
What does Herefordshire College of Technology need to do to improve further?
  • Improve college and Train to Gain success rates to well above the national average by embedding the range of strategies which have strengthened retention and achievement and consolidating the current in-year improvements.
  • Promote teachers’ skills in using strategies that challenge and stretch learners, including the increased use of more demanding questions, greater emphasis on matching tasks to individual ability and making sure that learners think for themselves, so that more learners make consistently good progress relative to their respective starting points.
  • Support teachers to develop equality and diversity themes fully in lessons and tutorials and to reinforce learners’ awareness and understanding over and above where equality and diversity issues occur naturally.
  • Strengthen the college’s response to the entitlement for learners aged 16–18 by reviewing timetabling arrangements to increase access to, and participation in, the cross-college enrichment programme and by monitoring group tutorials more closely to ensure all key themes are covered and reinforced consistently across the college.
  • Strengthen equality and diversity policies to ensure they underpin the college’s work and embed arrangements for the timely reporting of progress against equality and diversity action plans.
  • Embed arrangements to increase the rigour of internal lesson observations by enabling observers to assess learning and progress in lessons more effectively and ensuring observation records are evaluative and accurately graded. Ensure that appraisals take systematic account of the outcomes from lesson observations, and of targets set at earlier appraisals.
  • Secure greater consistency in success rates and the quality of provision between different curriculum areas through more effective sharing of good practice. Ensure new courses are monitored closely to minimise risk of failure.

Hereward College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Managers should develop further the knowledge and skills of teachers and individual learning support staff, so that they are more able to support routinely and proactively the progress and achievement of learners.
  • Ensure that teachers give due attention to the needs of the most able learners, so that they progress at the pace that they are capable of and achieve their potential.

Hertford Regional College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Continue to improve teaching, learning and assessment so all learners benefit from a high-quality experience during their time at college.
  • Improve study programme learner outcomes by ensuring that:
    • all teachers have consistently high expectations of their learners
    • teachers challenge learners to secure higher grades by accurately assessing prior achievement, setting appropriate targets and monitoring learners’ progress to achieving consistently high standards of written and practical work
    • all learners attend regularly, particularly in their English and mathematics lessons
    • all learners enrolled on study programmes complete high-quality, well-timed work experience that helps them to consolidate their learning and understand their next steps.

Highbury College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Review the arrangements for evaluating the quality and impact of teaching so that managers focus more closely on assessing students’ progress and the standards of their work.
  • Ensure that self-assessment and quality improvement plans identify more precisely what needs to be done, and how to do it, to bring about improvements.
  • Make sure that students’ attendance at classroom-based lessons improves rapidly.
  • Ensure that teachers and assessors place a much stronger emphasis on developing and applying students’ skills in English and mathematics in all subject areas.
  • Confirm that all students have a good understanding of British values and how these relate to their lives.
  • Improve teaching, learning and assessment by:
    • making sure that teachers and assessors use the information gathered about students from assessment activities to plan and teach lessons that set high expectations for students and meet their individual learning needs
    • ensuring that teachers and assessors make effective use of methods to monitor and track students’ progress and quickly identify students or apprentices falling behind so that support and interventions can be rapidly put in place
    • ensuring that students receive feedback that enables them to understand what they have done well and what they need to do to improve their work.

Holy Cross College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Improve teaching, learning and assessment so that students, in particular those on vocational programmes, achieve their qualifications at the grades expected of them.
  • Improve retention rates in subject areas where students drop out before the end of the course.

Hopwood Hall College

2011 Full Inspection Report
What does Hopwood Hall College need to do to improve further?
  • Embed and accelerate year-on-year improvement in success rates so that variability in achievement and retention on some courses is tackled. In particular, improve the use of data by some curriculum managers so that they are used more sharply and precisely to evaluate learners’ progress. Improve attendance to lessons across all courses.
  • Review and develop target setting and the recording of progress across all curriculum areas and in tutorial provision. Ensure that targets are sufficiently clear, time referenced and achievable so as to meet individual needs. Ensure that the recording of progress clearly states the advances made.
  • Develop links between curriculum areas and employers so as to improve opportunities for learners and to develop curriculum options further.
  • Improve the gender and ethnic balance of staff and governors to reflect more closely that of the community and learner profiles.

Hugh Baird College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Lecturers should use the information from learners’ and apprentices’ starting points to plan learning that challenges:
    • the most able learners to make the progress of which they are capable
    • apprentices to develop new skills and make rapid progress.
  • Leaders and managers should bring about rapid improvements in the quality of the apprenticeship provision by:
    • improving the proportion of apprentices who achieve on health and social care, construction and electrotechnical apprenticeships
    • identifying and narrowing achievement gaps for apprentices, including those on advanced-level programmes, apprentices aged 16 to 23 and those with learning difficulties and/or disabilities
    • increasing the proportion of apprentices studying with the subcontractor, Absolute Training Solutions, who achieve their apprenticeship within the planned time.
  • Leaders and managers should improve learners’ and apprentices’ attendance on the courses where the rates are too low.

Hull College

2019 Full Inspection Report
What does the provider need to do to improve further?
  • Improve the quality of teaching, learning and assessment by:
    • developing teachers’ skills in assessing learners’ understanding in lessons
    • developing teachers’ skills in allowing learners time to reflect and think deeply about the topics that they are studying
    • ensuring that learners and apprentices receive sufficient challenge to make the progress of which they are capable
    • ensuring that actions to improve the quality of teaching, learning and assessment on English and mathematics courses are effective.
  • Reduce the number of apprentices making slow progress by:
    • monitoring the progress that apprentices make and ensuring that staff provide support for apprentices to catch up if they fall behind
    • reducing the number of apprentices who take a break in their learning
    • ensuring that apprentices attend classes in English and mathematics where necessary.
  • Improve the achievement of learners on study programmes by:
    • continuing to monitor their progress and ensuring that teachers intervene swiftly when learners fall behind or do not make the progress of which they are capable
    • improving the quality of feedback that learners receive so that they are clear about what they need to do to improve the quality of their work.
  • Improve the attendance of learners where it is not regular enough.

Hull Training & Adult Education

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that leaders and managers further increase the pace that they address staff underperformance so that the experience of learners improves more rapidly.
  • Ensure that teachers fully understand the individual needs of learners when planning and delivering their lessons so that learners make the progress of which they are capable.
  • Ensure that a much larger proportion of learners studying English and mathematics pass their qualifications, and that those studying GCSE English and mathematics achieve a high grade.
  • Improve attendance swiftly, particularly in English and mathematics, by making sure that staff have high expectations for attendance and take effective action when learners do not attend.
  • Ensure that a higher proportion of learners progress into further education, employment or training.
  • Improve the thoroughness with which teachers establish the starting points of learners on courses that do not lead to qualifications so that they can more effectively review the progress that these learners make towards their individual learning goals.

Idea Stores

2013 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure tutors routinely:
    • plan in detail how they can manage classroom activities more effectively so that they are more lively and involve learners more actively
    • use assessment information on individuals through which they can stretch and challenge all learners
    • use a more varied range of strategies to check and reinforce learning
    • give all learners more individual coaching and feedback in lessons
    • receive good training to improve their confidence, awareness and expertise so that they fully integrate appreciation of diversity into lessons more effectively.
  • Set and enforce high expectations on punctuality and attendance so that absences and late arrivals in class are rare.
  • Ensure that self-assessment reports give clear and detailed evaluations of the quality of teaching, learning and assessment.

Inspire

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders and managers should ensure that:
    • the action planning following direct observation of taught sessions is both sufficiently detailed and used to improve tutors’ professional practice quickly
    • all tutors consistently plan and record learners’ non-accredited programme attainment targets to a high standard that promotes learners’ progress and achievement
    • tutors develop all younger learners’ understanding of fundamental British values and how to protect themselves from the harmful effects of extremism and radicalisation
    • the rate at which young learners achieve English and mathematics qualifications at GCSE is significantly improved so that their future employment opportunities are increased
    • strategies are introduced to raise and sustain high attendance on all community learning and study programmes sessions.

Isle of Wight College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Increase the proportion of 16- to 18-year-old students who achieve their mathematics and English qualifications or improve their GCSE grade, by:
    • ensuring that teachers promote the benefits to students of achieving these qualifications and improve attendance in lessons
    • continuing to implement and review the well-planned strategies already in place to improve the teaching, learning and assessment of mathematics and English.
  • Improve the quality of targets set by staff for students by ensuring that:
    • assessors set targets to support apprentices in improving their written skills
    • teachers set and review clear and precise targets for all students that not only support them to achieve their qualifications, but focus on the development of their wider skills development and areas for improvement. 

Itchen College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Improve the quality of teaching, learning and assessment by training teachers to plan and teach lessons that help students to excel. Ensure that teachers take enough account of students’ prior learning, starting points and potential.
  • Ensure that teachers’ feedback to students on their work identifies accurately and precisely the skills, knowledge and behaviours they need to improve. Monitor the quality and impact of teachers’ feedback and set them targets for improvement when it is not of a high enough standard.
  • Share the good practice that already exists so that teachers consistently expect the highest standard of their students and teaching inspires and motivates them.
  • Improve the numbers of students who achieve their qualifications by identifying accurately the reasons why they underperform. Rapidly put in place actions to mitigate these, particularly in subjects where students have underperformed for several years.

John Leggott College

2014 Full Inspection Report
What does the provider need to do to improve further?
  • Sustain and continue the strategies that have led to the improvements made in teaching and learning over the last three years so as to eradicate the remaining small proportion of weaker teaching. Ensure that:
    • all students are questioned more skilfully so that they are stretched and challenged in their learning
    • on all courses, students are given work that is sufficiently demanding both in lessons and for independent study.
  • Increase students’ attainment and progress in a small minority of subjects where these are still low. Ensure that maximum use of value added data is made to identify all courses where students are underperforming, and then:
    • review all aspects of teaching, learning and assessment on those courses to identify what is needed to improve
    • continue to increase the proportion of higher grades so that they exceed the national average.
  • Improve attendance on intermediate courses through the continued and accelerated use of present strategies.
  • Ensure that all managers have clarity and sharpness in understanding the root causes of underperformance so that improvement strategies have universal impact across all courses on the quality and improvement of teaching and learning and students’ outcomes.

John Ruskin College

2014 Full Inspection Report
What does the provider need to do to improve further?
  • Review the strategy for English and mathematics so that more students achieve at least a grade higher than their previous level of attainment, and success rates return to their previous high levels.
  • Build on the existing good and outstanding practice in teaching, learning and assessment, so that all teachers plan effectively to meet the needs of all students and apprentices, with a sharper focus on providing stretch and challenge for the most able students.
  • Ensure that all teachers make good use of learning technologies; deploy learning support staff well; use teaching strategies that stimulate and engage all students; and securely embed the development of skills in English and mathematics skills into all lessons.
  • Build on the successful use of the quality improvement plan, to intervene where performance has declined, so that the outcomes in all subjects mirror those of the outstanding provision in the college.
  • Ensure that all teachers can learn from the good practice in the college and have the confidence to promote equality and diversity more effectively in lessons.

Joseph Chamberlain Sixth Form College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders should maintain a strong and relentless focus on strategies for improvement in outcomes for the small number of students taking AS and A levels in subjects such as physics, arts, and English who do not make the progress expected of them.
  • Ensure that the accommodation used to teach adult learners in the college’s annex mirrors the spacious and high-quality facilities provided to students aged 16 to 19.

Keighley College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that students and apprentices are challenged consistently to make the progress of which they are capable, by:
    • teachers and assessors identifying accurately the starting points of students and apprentices, and planning programmes of learning that meet the full range of different abilities in the classroom and workshop
    • teachers and assessors developing their questioning techniques so that they are better able to assess the level of understanding and progress of students and apprentices in lessons and at reviews
    • teachers and assessors designing activities that enable students to strive for higher grades and apprentices to develop higher-level skills
    • managers carrying out more rigorous checks on information about the progress of students and apprentices so that they can assure themselves of its accuracy and set more realistic progress targets.
  • Ensure that students attending Keighley College do as well as those attending other colleges in the group by improving achievement rates, particularly in functional skills English and mathematics.
  • Accelerate the implementation of the English and mathematics strategy so that students taking GCSE mathematics make the same rate of progress as they do in English.

Kendal College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Leaders and managers should bring about rapid improvements in the quality of the apprenticeship provision by:
    • ensuring that the data reports that they receive are relevant, accurate and timely
    • ensuring that teachers improve the progress apprentices make by planning their lessons so that activities are sufficiently ambitious, interesting and relevant.
  • Teachers should ensure that they set suitably demanding work for learners. In particular, teachers should ensure that they challenge the most able learners to achieve the grades of which they are capable.
  • Leaders, managers and staff should continue to focus their improvement strategies on underperforming courses. They should continue to increase the proportion of learners achieving their qualifications, including in functional skills and GCSE grades A* to C in English and mathematics.

Kent Adult Education Service

2019 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers should improve the number of apprentices who complete their apprenticeship in a timely manner.
  • Leaders and managers should ensure that tutors improve the standards of learners’ written English and increase their understanding of mathematics in their chosen course.
  • Tutors should ensure that they use an appropriate range of teaching and assessment strategies, providing opportunities for learners to recall topics and improve the retention of their new knowledge and its application to their learning or workplace activities.

Report Recommendations

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