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Inspection Report Recommendations

Kidderminster College

2022 Full Inspection Report
What does the provider need to do to improve?
  • Improve the quality of education for apprentices by:
    • identifying the starting points of apprentices more accurately, so that skills trainers can plan and teach programmes that enable apprentices to develop substantial new knowledge, skills and behaviours
    • developing more effective links with employers so that they are fully involved in the planning of on-the-job training
    • ensuring that managers provide more rigorous scrutiny of the progress that apprentices make in the development of their knowledge, skills and behaviours
    • providing all apprentices with the opportunity to receive careers advice.
  • Ensure that all teachers and learning support assistants have secure knowledge in the subjects they teach and in which they provide support.
  • Increase the attendance of learners at English and mathematics lessons.

King Edward VI College, Nuneaton

2015 Full Inspection Report
What does the provider need to do to improve further?
  • Continue the improvement in teaching, learning and assessment so that more is outstanding by ensuring all staff have high aspirations for students, they set challenging tasks and provide feedback consistently on marked work so that more students achieve or exceed their target grades.
  • Maintain the improvements made in the teaching of English and mathematics so that a higher proportion of students achieve A* to C grades in GCSEs in these subjects.
  • Increase the use of work placements and visits to employers to give students a better understanding of the workplace. Increase the availability of activities outside the classroom to broaden students’ interest in, and understanding of their subjects.
  • Strengthen further the skills and capacity of all managers in order to raise standards in the few remaining areas of underperformance.

King Edward VI College, Stourbridge

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Enable more students to achieve their best by:
    • ensuring that all teachers use the current student profiles and assessments of learners’ starting points to plan and execute learning activities that reflect the different needs of students, enabling them to make swift progress.
  • Improve the learning and progress of the most able students by:
    • focusing more closely on the progress of these learners during the observations of teaching, learning and assessment in the college
    • ensuring a greater sharing of the good practice of teachers who successfully extend learning and provide increasing levels of challenge
    • providing relevant training and development for teachers to support them in designing activities for the most able students.
  • Improve the support for students who wish to progress directly into employment and training by:
    • increasing the proportion of students who benefit from a high-quality work experience placement
    • improving the advice and guidance for those students who wish to progress to higher-level apprenticeships or directly to employment.
  • Improve students’ understanding of British values by:
    • ensuring that students understand the concepts of democracy, respect, and the rule of law, so that they can discuss and appreciate their relevance to life in modern Britain.

King George V College

2020 Full Inspection Report
What does the provider need to do to improve?
  • Ensure that all teachers on adult English and mathematics courses plan a sufficiently demanding curriculum that challenges learners to achieve high grades in their qualifications.
  • Ensure that the curriculum for apprentices, particularly those in engineering and health and social care, develops their knowledge, skills and behaviours quickly.
  • Ensure that adult learners on English and mathematics courses and apprentices in engineering attend their courses regularly.
  • Ensure that learners and apprentices develop a good understanding of radicalisation and extremism and how it applies to them.

Kingston Maurward College

2014 Full Inspection Report
What does the college need to do to improve further?
  • Improve students’ progress, particularly that of the more able, by ensuring that all teachers set challenging target grades and identify actions for improvement that will enable students to fulfil their potential. Ensure precise targets are set for students and apprentices who need to improve their English and mathematics.
  • Further improve the quality of teaching, learning and assessment by sharing the good practice that exists, both within the college and regionally, to ensure that all students and apprentices achieve at the highest level and fulfil their potential.
  • Improve the pace and priority for the implementation of the English and mathematics strategy so that all students are able to study a qualification at an appropriate level, given their prior attainment. Ensure those without a GCSE grade C or above in English or mathematics have the opportunity to achieve this as part of their study programme.
  • Draw on all available sources of evidence to inform self-assessment and the prioritising of actions for improvement. Ensure managers use all of the relevant performance data and management information, particularly value-added data, to evaluate the effectiveness of courses.
  • Increase the rigour of senior managers’ monitoring and target setting for improvement across all subject areas, so that the quality of provision is of consistently high quality.
  • Support teachers to increase their promotion of cultural diversity in lessons, tutorials and reviews.

Kirklees College

2012 Full Inspection Report
What does the provider need to do to improve further?
  • Increase the proportion of learners aged 16 to18 on advanced courses who stay to the end of their courses, by ensuring that teaching, training and assessment on these programmes are always of the highest quality. Build on the work that has started to ensure that learners are always enrolled on the right courses. Ensure the steep rise in retention rates across the college is replicated on advanced courses for learners aged 16 to 18 by ensuring that staff share best practice.
  • Improve apprenticeship training by ensuring that staff and employers understand the need for apprentices to complete their qualifications on time. Ensure that apprentices receive clear advice and guidance regarding targets for completing different aspects of their programme. Use data more effectively to identify areas where training is taking too long and take urgent remedial action if apprentices are falling behind.
  • Consolidate the improvements made to the quality of teaching, learning and assessment by ensuring that teaching always challenges the more-able learners. Ensure that all teachers use lesson plans to personalise the work they set for learners and take into account their prior attainment and abilities. Focus staff development for teachers on sharing good practice in developing robust questioning techniques and marking. Ensure that teachers set high aspirational targets for all learners no matter what their prior educational experience has been.
  • Develop the skills of teachers across all curriculum areas to enable them to provide better support for learners who need to improve their literacy skills. Enhance the links between specialist functional skills teachers and teachers in vocational subjects to ensure an effective approach to the marking and assessment of spelling, presentation and grammar. Increase the proportion of learners who gain high grades in GCSE English by ensuring that specialist referrals for literacy support are made swiftly and that the use of independent learning and homework give learners more time to practise written English.

Knowsley Community College

2020 Full Inspection Report
What does the provider need to do to improve?
  • Governors should establish a stable leadership team that creates an aspirational culture and ambitious curriculum where students and apprentices thrive and achieve.
  • Design programmes for students with learning difficulties and/or disabilities well so that they are prepared effectively for adulthood.
  • Ensure that teachers plan a curriculum that challenges students to achieve high grades in their qualifications.
  • Ensure that the curriculum for apprentices, particularly those on engineering and construction frameworks, develops their knowledge, skills and behaviours quickly.
  • Improve careers information, advice and guidance so that these are clear, accurate and meaningful so that students and apprentices understand the range of options available to them to meet their aspirations.
  • Ensure that students attend their courses regularly.

Lakes College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Improve further the English skills of apprentices and the English and mathematics skills of adult learners on employability courses by planning lessons and activities that include the development of their English and mathematics skills.
  • Increase the proportion of learners who achieve their qualifications in hairdressing, the early years, accounting and GCSE English and mathematics grades A* to C and 9 to 4 by ensuring that:
    • managers continue to focus on helping teachers in these areas to improve their teaching practice
    • managers continue to implement the performance management process and rigorously monitor teachers’ progress against clear and robust targets.
  • Use the information on learners’ starting points to plan learning that enables all learners to make the progress of which they are capable, in particular for the most able.

Lancashire Adult Learning

2008 Full Inspection Report
Areas for improvement

The college should address:

  • the progress made by GCE AS students and their overall success rate, which are currently satisfactory
  • the need to continue to develop the use of ILT.

Lancaster & Morecambe College

2020 Full Inspection Report
What does the provider need to do to improve?
  • Ensure that the recording of the progress of learners with high needs, against their EHC plan outcomes, effectively identifies what skills, knowledge and behaviours they have consolidated. Consider and plan for what learners still need to learn to ensure that they are ready for their next steps.
  • Further improve attendance and punctuality so that learners on all programmes attend regularly, complete their programmes and develop the skills required for employment.
  • Ensure that apprentices and learners on ‘Aspire’ programmes receive timely and up-to-date relevant careers advice and guidance so that they can make decisions on their next steps.

Leeds City 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.

Leeds College of Building

2019 Full Inspection Report
What does the provider need to do to improve?
  • Ensure that all teachers are aware of students’ starting points in order for them to be clear about the skills, knowledge and behaviours that students need to develop to make the progress of which they are capable and for their next steps.
  • Increase the opportunities for all students to experience the world of work through meaningful work placements which complement their studies in the construction sector.

Leicester College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Improve students’ attendance at lessons so that it is good across all areas of the college, through the rigorous and consistent implementation of the college’s existing strategies; ensure that teachers routinely challenge all students who are not on time for their classes.
  • Teachers should ensure that all students routinely benefit from sharply focused and detailed feedback that enables them to understand clearly how to improve their work and make the progress of which they are capable.
  • Ensure that leaders and managers have access to timely, robust and accurate management information in order to:
    • improve their understanding of the extent to which all apprentices are making secure progress and are on track to achieve within the planned timescale; also, implement swift and effective action for those apprentices who are falling behind in their studies
    • improve the number of apprentices who progress on to a higher level of learning after they complete their programme
    • identify to a greater degree of precision the destinations of students who leave the college.

Lewisham College

2022 Full Inspection Report
What does the provider need to do to improve?
  • Improve the quality of education for apprentices by:
    • identifying the starting points of apprentices more accurately, so that skills trainers can plan and teach programmes that enable apprentices to develop substantial new knowledge, skills and behaviours
    • developing more effective links with employers so that they are fully involved in the planning of on-the-job training
    • ensuring that managers provide more rigorous scrutiny of the progress that apprentices make in the development of their knowledge, skills and behaviours
    • providing all apprentices with the opportunity to receive careers advice.
  • Ensure that all teachers and learning support assistants have secure knowledge in the subjects they teach and in which they provide support.
  • Increase the attendance of learners at English and mathematics lessons.

Leyton Sixth Form College

2016 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that governors, leaders and managers maintain their strong focus on developing teachers’ skills to ensure that the quality of provision is consistently high across all subjects.
  • Increase the proportion of AS-level learners who achieve and exceed their target grades by ensuring that:
    • more teachers use activities in lessons that are tailored to meet the different ability levels of learners
    • teachers check more carefully what learners have learned in lessons and help them fill any gaps in their understanding.
  • Increase the proportion of learners who achieve a grade C or above in GCSEs in English and mathematics at the first attempt by:
    • improving learners’ awareness of the importance of developing their skills in these subjects and raising their attendance at lessons
    • providing learners with work that is sufficiently demanding, especially those who are most-able, so that a higher proportion make progress relative to their prior attainment.
  • Develop further the study programmes for level 3 vocational and academic learners who do not apply for university so that they have a greater range of guidance and experiences, including work placements, to prepare them for employment.

Lifelong Learning, Skills & Communities

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that the quality of teaching, learning and assessment continues to improve by:
    • implementing rigorous checks on the precision of assessment of learners’ progress and achievements
    • giving more helpful feedback to learners and apprentices so that they have a clear understanding of what they need to do to improve their work
    • adopting a sharper focus during formal lesson observations on the progress made by learners.
  • Make better use of initial assessment results to set challenging targets for all learners, particularly those on study programmes and adult learning courses.
  • Improve the outcomes for learners on study programmes by increasing attendance in lessons, including on functional skills courses, and supporting learners to improve the accuracy of their writing.
  • Improve the effectiveness of governance by increasing the number of board members who are independent of the local authority, and by introducing more direct scrutiny of the quality of teaching, learning and assessment.

Lincoln College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Improve learners’ attendance rates across the college by rigorously evaluating the impact of new initiatives aimed at raising attendance rates.
  • Ensure that governors, leaders and managers work more effectively with wider staff teams within the college to form and implement clear plans to sustain improvements to learners’ progress.
  • Ensure that all assessors use the information from apprentices’ starting points to help apprentices rapidly develop new skills and knowledge and complete their qualifications within planned timescales.

London College of Beauty Therapy

2019 Full Inspection Report
What does the provider need to do to improve further?
  • Improve the quality of teaching and learning in GCSE English and mathematics lessons, to ensure that lecturers engage learners in these lessons, and provide them with the knowledge and skills they need to achieve a grade 4 or higher in their examinations.
  • Reinforce to learners on study programmes the importance of frequent attendance and good punctuality. Ensure a consistent approach from all staff to address poor attendance and punctuality.
  • Increase the number of clients available during practical lessons, so that all learners can develop their skills on a wide range of clients, and so that learners do not have to act as models for their peers so often.

London Learning Consortium

2014 Full Inspection Report
What does the provider need to do to improve further?
  • Assessors should accelerate apprentices’ progress by recognising prior achievement in their planning and developing a broader range of appropriate strategies for assessment.
  • All tutors need to promote and teach English and mathematics better and develop these skills more consistently in their lessons so that learners recognise their value.
  • Tutors should ensure that the targets they set are specific to the individual learner and achieved on time.
  • Managers should use the quality improvement plan to build on areas that are already good, and to develop strategies that focus on improving learning further.

London South East Colleges

2019 Full Inspection Report
What does the provider need to do to improve further?
  • Increase the proportion of apprentices, particularly those on plumbing and electrotechnical apprenticeships, who achieve their qualifications in the planned timescale, by ensuring that:
    • apprentices receive frequent workplace visits and assessments that enable them to make rapid progress
    • assessors plan on- and off-the-job training effectively.
  • Increase the proportion of learners aged 16 to 19 who achieve their mathematics and English qualifications or improve their GCSE grade, by ensuring that:
    • learners attend their lessons in these subjects
    • teachers plan and teach sessions that take account of each learner’s prior skills and knowledge and therefore meet their individual needs.

Long Road Sixth Form College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Improve rapidly the quality of teaching, learning and assessment on level 3 mathematics courses in order for students to make good progress and achieve to the best of their abilities.
  • Further improve the quality of teaching, learning and assessment in the few subject areas where performance is not yet at a sufficiently high standard by ensuring that:
    • leaders and managers improve the performance of the minority of teachers who do not enable students to achieve the high grades of which they are capable
    • teachers plan a broad range of tasks and activities that meet the different needs of students and that challenge them effectively to realise their potential.
  • Ensure that all students arrive on time for their lessons at the start of the college day, so that students are better prepared for their next steps and the world of work.

Longley Park Sixth Form College

2018 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that all teachers plan and teach challenging lessons that inspire all students, including the most able, to make fast progress.
  • Analyse the reasons why a minority of students on A-level courses and White British students underperform, and act quickly to improve performance.
  • Improve the analysis of data, particularly on students’ participation in work experience and the destinations of students progressing into employment, and use this analysis to identify fully strengths and weaknesses in course content relating to employability, and to make improvements where needed.

Loreto College

2009 Full Inspection Report
What does Loreto College need to do to improve further?
  • Take action to improve success rates on the very small minority of lower-performing advanced courses and the GCSE A* to C English and mathematics pass rate.

Loughborough College

2017 Full Inspection Report
What does the provider need to do to improve further?
  • Ensure that strategic planning for adult provision considers local needs by:
    • building on existing relationships with the local enterprise partnership (LEP) and local employers to identify local and regional skills gaps
    • focusing adult funding on learners who are disadvantaged and least likely to participate in education and training.
  • Improve the quality of provision for adult learners by:
    • ensuring that staff use accurate records of prior attainment and progress to inform planning of teaching, learning and assessment, including actions to help learners who are not making enough progress
    • improving the quality of teaching for adult learners, including those on any distance-learning provision.

Lowestoft Sixth Form College

2020 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers need to improve the teaching skills of assessors. Assessors need to support apprentices’ development and recall of key theoretical concepts. They need to ensure that apprentices can apply new learning to more complex workplace situations.
  • Leaders and managers need to ensure that apprentices benefit from the same high-quality careers advice and guidance as adults and young people.
  • Managers and teachers must improve the English and mathematics skills of young people, including those with high needs. Young people must attend their lessons. They must apply the same purpose to their English and mathematics learning as they do to their other studies.
  • Leaders and managers need to increase the proportion of supported internship and employment opportunities for students with high needs.

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.

Report Recommendations

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