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Inspection Report Recommendations

Bexhill College

2010 Full Inspection Report
What does Bexhill College need to do to improve further?
  • Continue to develop teachers’ skills to make better use of a range of teaching methods, in order to increase the proportion of good or better lessons and improve students’ progress and outcomes.
  • Ensure that self-assessment across all subjects is consistently evaluative and leads to specific and detailed targets, to bring about continuous and sustained improvement.
  • Continue to develop the skills of curriculum managers in order to achieve the ambitious college vision and meet high aspirations for students.
  • Fully implement the college’s strategy for interactive technologies and their use to improve teaching and learning further.
  • Share best practice in the promotion of equality and diversity in the curriculum to ensure all students are well prepared for life in a diverse community.
  • Link tutorial activities more closely to the content of students’ programmes to make them more relevant and meaningful for students.

Bexley Learning & Enterprise College

2020 Full Inspection Report
What does the provider need to do to improve?
  • Managers should ensure that all staff have access to the information about what learners know and can do at the start and during the course. Staff should use this information effectively to identify appropriate support for their learners.
  • Leaders should ensure that learners on all programmes receive detailed and timely advice and guidance on higher education and employment.

Bicton College

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.

Bilborough College

2016 Full Inspection Report
What does the provider need to do to improve?
  • Improve the attainment and progress of non-White British students, those with learning difficulties, and those who are from financially disadvantaged backgrounds by:
    • implementing consistently the new risk assessment and support arrangements for these students
    • reviewing carefully the reasons for the underperformance of these groups to identify any factors that lead to slower progress and lower attainment, including progression from Year 12 to Year 13.
  • Increase the proportion of students with lower prior attainment who complete the full two-year study programme by analysing the reasons for lower progression from Year 12 to Year 13, and identifying and implementing approaches that lead to improvements.
  • Place renewed focus on helping teachers to:
    • provide more challenging activities for students to ensure that they think even more deeply
    • use questioning more effectively so that all students are helped to extend their knowledge, especially those who may be finding topics difficult.
  • Increase the proportion of students who participate in well-planned work experience by:
    • targeting more effectively those students who would benefit from this experience
    • strengthening and broadening links with employers to increase the range of available opportunities.
  • Strengthen quality assurance processes, particularly lesson observations, to ensure that managers develop a deeper understanding of the impact on students’ progress of the different techniques used by teachers.

Birkenhead Sixth Form College

2016 Full Inspection Report
What does the provider need to do to improve?
  • Improve achievement rates on the very small minority of underperforming courses so that all students make at least good progress and achieve their aspirational target grades.
  • Ensure that teachers provide opportunities to expand the knowledge of the small minority of students with an insufficiently wide understanding of diversity.

Birmingham Adult Education Service

2019 Full Inspection Report
What does the provider need to do to improve further?
  • Managers should ensure that staff who work with learners who have SEND:
    • provide learners with precise learning goals that support them towards independent living
    • review these goals frequently to monitor learners’ progress
    • ensure that these goals are clearly communicated to care workers and support staff to enable them to give learners the support to achieve their goals.
  • To improve the use of management information across the organisation, managers should ensure that:
    • all staff have access to the management information system
    • all managers can use the information effectively to analyse trends and intervene to address underperformance
    • teaching staff have the training to use the information to plan learning programmes that address the needs of all their learners.

Birmingham Metropolitan College

2021 Full Inspection Report
What does the provider need to do to improve?
  • Leaders must ensure that teachers identify accurately the starting points of learners who have high needs and use the information to ensure that they receive the appropriate teaching and support to help them achieve their best.
  • Governors must ensure that leaders identify precisely the weaknesses in all curriculum areas, including courses for adults and programmes for learners who have high needs, and that their actions result in their swift improvement.
  • Leaders must ensure that, where academic and vocational provision is delivered on more than one campus, learners receive a consistently good learning experience.
  • Leaders should ensure that adult employability courses meet learners’ needs effectively, as well as the demands of stakeholders, such as the local combined authority and employers.
  • Leaders and managers must ensure that learners receive the appropriate teaching to help them understand incrementally and remember long term new knowledge and skills.
  • Leaders and managers must ensure that all learners receive consistently constructive and helpful feedback (oral and/or written) on their work to help them improve and achieve their potential.
  • Managers must ensure that learners who have high needs receive the appropriate support, so that they can make the progress of which they are capable.
  • Leaders must ensure that apprentices following pharmacy courses develop their English and mathematics skills beyond level 2.
  • Leaders must ensure that adult learners and apprentices know how to stay safe online and know the risks posed by extremist behaviour, particularly in the areas in which they live and work.

Bishop Auckland College

2021 Full Inspection Report
What does the provider need to do to improve?
  • Ensure that managers and teachers design an ambitious and appropriate curriculum for students with complex needs so that these students can develop their independent living skills.
  • Ensure that teachers of students with complex needs use the most up-to-date and age-appropriate resources, including digital technologies, when teaching.
  • Ensure that all apprentices receive impartial and independent careers advice at different stages in their programmes so they can decide their next steps.

Bishop Burton College

2017 Full Inspection Report
What does the provider need to do to improve?
  • Teachers and assessors should plan additional activities and offer extra qualifications to their most able learners on study programmes to enable them to achieve high grades; and extend apprentices’ skills beyond the expectations for competence set out in the apprenticeship qualification frameworks.
  • Managers should provide training and support to ensure that teachers and assessors are competent and confident enough to teach mathematics from entry level up to GCSE. They should also ensure that there are enough teaching staff in place to cover all taught classes, so that learners benefit from the consistency and continuity that they need to develop their skills in mathematics.
  • Managers and teachers should strengthen and widen the range of activities that they use to make learners fully aware of the risks posed by radicalisation and extremism, and increase learners’ level of understanding of these risks while they are at college.
  • Managers need to devise a range of measures in the college’s quality improvement plan so they can assess when actions have been successful.

Blackburn College

2022 Full Inspection Report
What does the provider need to do to improve?
  • Leaders and managers should ensure that the quality of education in the few subject areas that need improving meets the same high standards as other subjects across the college.
  • Leaders and managers should ensure that all students and apprentices understand how to use tutors’ feedback to improve so that they achieve their potential.
  • Leaders and managers should provide targeted support to ensure that students with low attendance attend their college courses regularly.
  • Leaders and managers must ensure that all students and apprentices understand how the risks relating to radicalisation and extremism in the areas where they live and work apply to their daily lives.

Blackburn with Darwen Adult Learning Service

2010 Full Inspection Report
What does the Neighbourhoods and Learning Service need to do to improve further?
  • Continue to improve the quality of teaching and learning by ensuring appropriate initial assessment and tutor’s good access to, and confident use of, ILT.
  • Effectively promote the system of referral for information, advice and guidance to tutors and learners in all community venues to provide them with accurate information about progression. Monitor the uptake of this support to establish the scale of need and its impact on progression.
  • Develop and implement an effective process to establish learners’ support needs before courses start so that these can be met from the first session.
  • Introduce effective arrangements for monitoring learner progression and destinations to inform planning and quality improvement. Implement guidelines on the safe use of the internet. Complete feedback to learners on actions arising from their feedback. Establish the quality of teaching by full-time compared to casual part-time tutors.
  • Promote consistently good attention to safety at all venues by ensuring security of access and maintenance of records of who is in the building.

Blackburne House

2016 Full Inspection Report
What does the provider need to do to improve further?
  • Make better use of learners’ destinations data to ensure that the success of all learners is identified accurately and celebrated.

Blackpool & the Fylde College

2021 Full Inspection Report
What does the provider need to do to improve?
  • Leaders should ensure that they rapidly improve the consistency of the quality of education and training that apprentices receive so they all make good progress on their course irrespective of which apprenticeship they study.
  • Leaders should ensure that all tutors set specific, measurable and challenging targets for students to achieve so they can aspire to master the knowledge and skills they need to develop their full potential.
  • Leaders should ensure that all tutors and skills coaches provide helpful feedback so that students and apprentices know what they have done well and how they can improve their work. Skills coaches should ensure that they routinely involve employers in the review of their apprentices’ progress.
  • Leaders should ensure that they continue to monitor carefully the attendance of students and put appropriate interventions in place quickly when necessary.
  • Leaders should ensure that all tutors and skills coaches have the necessary knowledge and are confident to teach students and apprentices on how to keep themselves safe from radicalisation and extremism.

Bolton College

2017 Full Inspection Report
What does the provider need to do to improve?
  • Ensure that teachers’ planning for learning consistently and fully meets the needs of individual learners, and make sure that it provides learning of an appropriate pace and level of challenge for learners of all abilities, particularly at level 3 and on courses for adults.
  • Review and reinforce ways of improving attendance on GCSE and functional skills English and mathematics courses, so that learners improve their skills and gain qualifications in these essential subjects.
  • Ensure that teachers set clear and precise targets for learners, so that learners are clear about how they can improve their work, make more rapid progress and achieve their potential.

Bolton Sixth Form College

2014 Full Inspection Report
What does the provider need to do to improve?
  • Further improve teaching and learning so that all students make good progress and achieve to their potential by:
    • increasing the proportion of outstanding lessons by ensuring that internal lesson observation systems identify the precise characteristics of the very best teaching and learning, and building upon current strategies to share best practice
    • ensuring all lessons have sufficient stretch and challenge to meet the needs of all students, including the most able, so they can accelerate their progress
    • actively promote equality and diversity in lessons particularly by using naturally occurring opportunities to develop students’ wider understanding of issues.
  • Tackle underperformance on a few weaker courses by:
    • improving the percentage of higher grades at GCE AS/A
    • level improving pass rates on a few GCE AS-level courses
    • developing a comprehensive and systematic approach to improve students’ mathematical skills through the curriculum on all courses
    • making better use of value-added data to identify courses where students’ progress is less than good, and by reviewing all aspects of the teaching, learning and assessment in those courses identifying precisely what needs to be improved
    • increasing the proportion of students achieving grades A* to C at GCSE level in English and mathematics.
  • Ensure quality assurance systems are applied consistently in all subject areas to tackle underperformance and to enable high-quality delivery across all college provision. By doing so ensure that all staff recognise and value the contribution they make to students’ success and effective learning.

Borders College

2018 Full Inspection Report
Areas for development
  • The appointment of class representatives and communication of improvements following Faculty Council meetings is inconsistent, and some students in some areas have not engaged in the review process. Without the successful implementation of the Student Representative Committee (the new structure for learner engagement) planned for 2018/19, there is a risk that the learner voice may not be consistently heard or utilised to inform improvements.
  • The number of learners engaging with the Annual Learner Survey (47%) was significantly less than previous years. Inconsistency across areas with very low or no responses in some, may inhibit our ability to fully understand the range of views of college learners, on learning and teaching and other aspects, and therefore to target actions appropriately.
  • In a few areas of the College staff are not sufficiently involved in the self-evaluation process and planning for improvement. In these cases staff are insufficiently aware of the available data that would help them to analysis performance.
  • The availability and access to well-analysed data is limited by the current IT systems and software; although progress has been made, it has been slower than anticipated. Whilst a range of reporting tools and reports have been created and developed to allow the college to analyse performance, there is inconsistent clarity of purpose surrounding these, which may reduce user confidence in the robustness of the data and accuracy of the reports.

Boston College

2014 Full Inspection Report
What does the provider need to do to improve?
  • Ensure more teaching, learning and assessment are outstanding by making all teachers use information on learners’ prior attainment better to plan lessons effectively, in order to deepen knowledge and to speed up the progress of all learners. In addition, improve teachers’ skills in the use of information learning technologies to extend learning and assessment both in and outside of lessons.
  • Strengthen the setting and reviewing of learners’ subject and wider-skills development targets, including in English and mathematics, so that all make at least good or better progress and continue to attain higher grades. Ensure that targets are challenging and achievable with ambitious timescales, and set high expectations for all groups of learners.
  • Increase all teachers’ development of learners’ English and mathematical skills in lessons. Ensure teachers check learners’ spelling, punctuation, grammar and the presentation of portfolios and provide clear feedback and encouragement to learners on how they can strengthen these skills.
  • On the minority of courses where achievements are weak, urgently identify and remedy the barriers to learners’ success.
  • Reinforce further managers’ use of all relevant data to monitor the impact of actions to improve all aspects of the college’s work and identify actions for further improvement.
  • Ensure that all the actions of managers and staff to improve teaching, learning and assessment are strengthened to include the use of information learning technology and the reinforcement and development of learners’ skills in mathematics and English in all lessons

Bournemouth & Poole College

2022 Full Inspection Report
What does the provider need to do to improve?
  • Ensure that initial assessment is used effectively by staff, so that all learners make substantial and sustained progress from their starting points.
  • Ensure that learners with high needs on foundation programmes benefit from meaningful and high-quality real work experiences that help them to develop the skills they need to move on to employment or independent living.
  • Ensure that staff surveys are used by leaders to drive up quality in teaching and learning.

Bradford College

2017 Full Inspection Report
What does the provider need to do to improve?
  • As a matter of urgency, governors, leaders and managers should ensure that they address all the areas for improvement identified at the previous inspection. In particular, they should:
    • ensure that all learners on 16 to 19 study programmes have access to good-quality and relevant work experience
    • improve the progress that learners make so that all learners, including those who have high-needs funding, fulfil their potential.
  • Leaders and managers should quicken the pace of improvement so that achievement rates on 16 to 19 study programmes increase rapidly.
  • Teachers should ensure that they pay close attention to the needs of individual learners in the planning and delivery of teaching and in the assessment of learning, so that all learners, including those who have high-needs funding, make the progress of which they are capable.
  • Leaders and managers should assess the quality of teaching, learning and assessment more realistically and take action to address the key areas for improvement.
  • Leaders and managers should ensure that attendance increases, especially in English and mathematics lessons.

Braintree Sixth Form College

2020 Full Inspection Report
What does the school need to do to improve?

(Information for the school and appropriate authority)

  • Leaders have not secured a positive culture of mutual respect and appropriate behaviour. A significant minority of pupils regularly disrupt others’ learning, spoil others’ experiences of school and make others feel uncomfortable being themselves. Leaders need to establish an ethos of kindness and respect, where rules are followed and difference is celebrated.
  • Leaders have not made the school a place where pupils feel safe to pass on concerns or where pupils are confident that concerns will be dealt with effectively. This means that too many pupils feel there is not an adult to turn to in the school. Leaders need urgently to ensure that all pupils have an adult in school to talk to if they are worried and that all adults deal well with concerns that are brought to them.
  • Leaders’ curriculum plans do not set out well when pupils should learn different topics, meaning that some work is disjointed, does not follow well from the previous topic or does not advance pupils’ understanding at an appropriate rate. As a result, pupils do not learn as much as they should. Leaders should ensure that all curriculum plans set clear aims for what pupils should learn and when.
  • Too many teachers do not use the leaders’ chosen pedagogical strategies effectively. For example, teachers do not use questioning well to make pupils think hard about their learning. This limits pupils’ interest and their depth of understanding. Leaders need to ensure that their strategies to secure high-quality teaching are used by all teachers.
  • Leaders do not train teachers effectively on how to meet the needs of pupils with SEND and they do not check how well teachers use the strategies that pupils need. As a result, pupils do not get sufficient support to achieve well. Leaders should provide teachers with appropriate training and check that teachers make use of the strategies leaders’ identify to help pupils with SEND. 

Bridgend College

2022 Full Inspection Report
  1. The college should strengthen its evaluation of the impact of initiatives to raise learners’ awareness of radicalisation and terrorism so it is assured that all learners understand how to stay safe
  2. In the light of the disruption caused to learners during the pandemic, continue to develop strategies to build learners’ resilience
  3. Ensure that learners overcome any gaps in prior learning that impair their literacy and numeracy skills

Bridgwater & Taunton College

2019 Full Inspection Report
What does the provider need to do to improve?
  • Ensure that the planning and delivery of programmes, particularly on A-level and GCSE courses, take account of all learners’ progress to date and build on their prior knowledge, skills and understanding effectively.
  • Provide feedback to all learners, particularly younger learners taking English and mathematics, that clearly identifies what they need to do to improve the standards of their work.
  • Monitor closely the impact of actions being taken to improve the English and mathematics GCSE results and act quickly to revise these if achievements in these subjects remain low.
  • Ensure an appropriate level of challenge for all learners in lessons and tasks so that they acquire new knowledge quickly and master the concepts that they are taught.

Brinsbury College

2020 Full Inspection Report
What does the provider do well and what does it need to do better?

Governors, leaders and staff have high expectations of all learners and apprentices. They help them achieve their goals and become responsible members of both the college and wider community. Leaders have created an outstanding culture of inclusivity and respect. Consequently, learners develop an understanding of different groups in wider society. Teachers inspire learners to fully commit to their studies and, as a result, they develop the skills, knowledge and behaviours they need to be successful. Learners and apprentices benefit from the considerable range of options that enable them to follow the most appropriate programmes for their future aspirations.

Brockenhurst College

2017 Full Inspection Report
What does the provider need to do to improve?
  • Continue to improve students’ attendance and punctuality, especially for those on GCSE courses and level 1 vocational study programmes, by taking effective action when students are absent or late to their lessons.
  • Managers and trainer/assessors must improve target-setting and progress reviews for apprentices to ensure that more apprentices complete their programme within the planned period.
  • Leaders should swiftly identify the reasons for the consistently poor performance of students on some level 3 vocational study programmes and take urgent corrective action.

Report Recommendations