What does the provider need to do to improve?
- Improve learners’ attendance and punctuality on the courses where it is too low.
- On ESOL courses, adapt teaching and checking of learners’ understanding so learners with lower English language skills learn how to use the new vocabulary taught.
- Implement strategies to help young learners understand and meet the expectations for their behaviour and conduct.
- Set meaningful targets for learners with high needs, linked to their EHC plans, and accurately monitor learners’ progress towards achieving their targets.
What does the provider need to do to improve?
- Leaders should ensure that learners and apprentices are aware of the enrichment opportunities available at the college to improve participation in these activities.
- Leaders should ensure that teachers of mainstream subjects make consistent use of EHC plan outcomes to plan a bespoke curriculum for learners with high needs that enables learners to develop their independence and the skills they need for work and adult life.
- In a minority of apprenticeship programmes, teachers should improve their sequencing of the curriculum to ensure apprentices develop basic knowledge before learning more-complex topics.
Areas for improvement
The college should address:
- the low success rates in key skills in 2006/07
- the inconsistencies in target setting for students
- reducing further the proportion of inadequate lessons and increasing the proportion of good and outstanding lessons.
Areas for improvement
- Low pass rates on most full-time courses with no consistent pattern of improvement
- Low added value on GCE AS and A2 business studies
- Insufficient additional learning support for literacy and numeracy for GCE AS and A2 learners
What should be improved
- the quality of curriculum management in some areas
- the quality of teaching generally
- the thoroughness of lesson observations conducted by the college
- the assessment of students' work o the proportion of trained teachers
- students' punctuality and attendance o work-based learning provision.
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