Royal National College for the Blind

Published date 22 December 2010 Inspection Number 360949 Unique reference number: 133108

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Name of lead inspector: Deborah Vaughan-Jenkins HMI

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Last day of inspection: 17 November 2010

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Type of provider: Independent specialist college

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Address:

College Road Hereford HR1 1EB Telephone number: 01432 265725

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Focused monitoring visit report

Focused monitoring visit: Royal National College for the Blind, 17 November 2010 1 of 3

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Context and focus of visit

The Royal National College for the Blind is an independent specialist residential college with charitable status, and is a company limited by guarantee. The college provides education and training for students who are blind and visually impaired. At the time of the monitoring visit, there were 136 residential and eight day students of whom 68% were aged 19 years and over. Of those, the majority were funded by the residential training unit (RTU) through the Department for Work and Pensions or were funded by the Welsh Assembly. Some 16% of students were of minority ethnic heritage. A new principal was appointed in January 2010. The college is in the process of realigning its strategic direction and structure with the aim to provide a greater focus on developing students’ independence and employability.

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Context and focus of visit

The last full inspection report was in June 2008. The college’s overall effectiveness, outcomes for learners, capacity to improve and leadership and management were graded as good. The quality of provision was judged to be outstanding. A focused monitoring visit took place in July 2009. This report focuses on the themes explored during the visit.

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progress

The management of quality improvement, both to increase consistency across the provision and to share good practice, has continued to improve. College data show that the proportion of good or better lessons rose in 2009/10 from 55% to 88%. Given the sharp increase in this profile, the college has further strengthened its process of moderation in order to ensure grading is accurate.

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progress

Formal systems for checking on the impact of actions are more frequent. A range of audits and ‘spot checks’ are in place to evaluate the impact of actions taken, although some of these are relatively recent. Reporting and evaluation across many areas are becoming increasingly systematic with a clearer focus on impact which is enabling the college to plan for improvement more effectively. The college’s self- assessment report however, does not provide sufficient evidence of impact in all areas of the college’s work. The use and analysis of data continues to improve but trend data is underused to demonstrate sustained improvement over time.

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progress

The college’s quality improvement plan is monitored frequently and identifies clearly progress made against targets. Many targets are precise, although in a minority of cases, such as improving the quality of teaching and learning, they are less explicit. Focused monitoring visit: Royal National College for the Blind, 17 November 2010 2 of 3

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progress

Overall, the high attainment achieved through accredited qualifications was maintained or improved upon in 2009/10. Success rates for the majority of accredited qualifications improved on the previous year. Achievement in literacy and numeracy at intermediate level improved notably with success rates for numeracy rising from 47% to 66% and in literacy rising from 54% to 80%.

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progress

An increased focus on individual target setting and continuity of departmental staff has contributed to the steadily improving proportion of students achieving higher grades. The achievement of A to C grades at both GCE AS and GCE A level improved markedly in 2009/10.

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Retention for RTU students improved in 2009/10 from 93% to 95%, with college data suggesting a positive trend continuing into the autumn term. In addition to the frequent monitoring of students’ retention, adjustments to the curriculum such as the introduction of shorter courses, has proved popular for RTU students by allowing more frequent visits to their families. The attendance of RTU students has also seen a marked improvement from 88% to 94% and the proportion of unauthorised absences has decreased. Initiatives, such as the ‘100% club’, launched in January 2010, which acknowledges those students who have full attendance on a weekly basis, are proving increasingly popular with students. Currently over a third of students have been listed in the weekly club. The impact of punctuality has also been strengthened.

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progress

The retention for younger students fell slightly from 97% to 95% in 2009/10. Although improved, the rise in attendance was less marked for younger students rising from 90% to 91%.

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progress

The college has notably increased the number of lesson observations it undertakes annually and has focused these observations on scrutinising more carefully the quality of individual target setting. In addition, observers now apply a ‘limiting’ lesson grade of no better than satisfactory if the setting of students’ individual targets do not meet the standard expected. The college’s quality audits to date show that Focused monitoring visit: Royal National College for the Blind, 17 November 2010 3 of 3

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consistency is improving but the college recognise that further work is required to ensure good practice is more widespread. Staff development on target setting has taken place and is more focused on how to set challenging targets for students; however, it is too early to judge the full impact of these actions.

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progress

Since the last inspection, the college has continued to raise the profile of equality and diversity. Greater awareness amongst governors, managers, staff and students now exists. Plans to expand the promotion of other equality strands, such as sexual orientation, are in place for this academic year. Equality themes are gradually being integrated within lessons. An external audit by the college was undertaken earlier in the autumn term to look specifically at the promotion in lessons. The subsequent report indicated an increasing number of lessons are actively planning for and promoting equality themes.

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progress

Equality impact assessments are now completed, although some are too perfunctory. The college has recognised this and plans are in place to revisit these with greater scrutiny this year. The analysis and use of data continues to develop and be used more readily in decision-making; however, data, particularly but not exclusively on student performance, are not always analysed or reported in sufficient detail.

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The college has devised a clear and comprehensive learner involvement strategy. Students’ views are sought more frequently through focus groups and through a recently introduced student and staff consultative forum. Where students make suggestions for improvement the college is swift to respond. The number of returns to the student annual survey, particularly for adult students, is, however, relatively low.

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progress

Students’ involvement in more strategic decision-making is still developing. A few students who were involved in giving feedback as part of course reviews felt this was very beneficial and enjoyable. Students’ contribution to course review and self- assessment is not yet routine across all areas of the college. The college does not yet report clearly enough on the views of different groups of students.

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Employer, parent and other stakeholder views are collected both formally and informally but are not always used to best effect as an integral part of improvement planning. The use of student, employer and other user views to support judgments through the self-assessment report is not used enough. inspects to achieve excellence in the care of children and young people, and in education and skills for students of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection.

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If you would like a copy of this report in a different format, such as large print or Braille, please telephone 0300 1231231, or email enquiries@ofsted.gov.uk.

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann’s Square Manchester, M2 7LA

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T: 0300 1231231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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