Derwentside College

Published date December 2010 Inspection Number 354487 Unique reference number: 130658

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Name of lead inspector: Andrew Johnson HMI

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Type of provider: General further education college

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Address:

Front Street Consett County Durham DH8 5EE Telephone number: 01207 585900 Derwentside College

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Focused monitoring visit report

Focused monitoring visit: Derwentside College, 4 November 2010 2 of 5

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Context and focus of visit

Derwentside College is the major provider of post-16 education and training in the semi-rural district of Derwentside. The college's campus is in Consett. The sixth form centre in Lanchester was closed in August 2010. Courses in most subject areas are offered but the curriculum has been refined to expand the vocational provision and reduce the breadth of A-level courses. The number of learners on Train to Gain programmes and apprenticeships has grown significantly.

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Context and focus of visit

The college was last inspected in September 2008. At that inspection it was judged to be good overall with a satisfactory capacity to improve. Achievement and standards, quality of provision and leadership and management were judged to be good. Of the five subject areas inspected, health and care, engineering and manufacturing, humanities and social science were judged to be good; hairdressing and beauty therapy and preparation for life and work were satisfactory. This report focuses on the key areas for improvement identified at the last inspection and other aspects of provision emerging through pre-inspection analysis.

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progress

At the previous inspection quality assurance procedures were judged to be adequate but with some significant areas for improvement. The self-assessment report was broadly accurate in its identification of the college’s key strengths; however, it failed to identify some key areas for improvement. The rigour of annual course reviews was broadly satisfactory but varied between subject areas.

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This year the college has taken some important steps in improving both the rigour and impact of quality assurance procedures. A new Director for Curriculum and Quality was appointed in April 2010. Self-assessment processes and course reviews have improved and identify key areas for improvement more precisely. Quality improvement plans contain more specific and measurable targets. There are better links between quality assurance systems, staff development and robust performance management. Self-assessment is informed by data on a broad range of performance; however, the college recognises that better use could be made of the views of learners and employers. Recently, the procedures for validating self-assessment judgements and grades have improved. Although many outcomes for learners improved last year, some of the new quality systems are still being refined and it is too early to see a sustained impact across all subject areas.

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Focused monitoring visit: Derwentside College, 4 November 2010 3 of 5

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progress

At the previous inspection learners' achievement was judged to be good overall and outstanding for learners aged 16 to 18. Success rates were above the national average and there was a trend of improvement. In 2008/09 there was a significant dip in some success rates due to a decline in the proportion of students retained to the end of their courses. In 2009/10, according to college data, success rates improved to reach, and in many cases exceed, the previous levels. With the exception of some foundation courses, evidence presented by the college shows a much improved picture.

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On apprenticeship programmes overall success rates and success rates for learners who complete their qualifications within the time allocated have continued to improve. The success rates of learners on Train to Gain courses are well above the national average. Pass rates on A-level courses are generally high, however, senior managers recognise the need to improve the proportion of students attaining high grades. In 2009/10 the college received a ‘Notice to Improve’ from the Learning and Skills Council for courses where success rates had fallen below minimum levels of performance. Since that time success rates have improved on all the individual courses identified and now exceed the thresholds, in most cases significantly so.

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At the time of the previous inspection there was an effective system for assuring the quality of teaching and learning. Links between teaching observations, performance management and staff development were clear. However, there were shortcomings in the written recording of lesson observations. The proforma used for observations was too prescriptive and focused observers’ attention on teaching processes and activities rather than learning. In a significant minority of cases the evidence recorded did not adequately match the grades awarded.

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The college has strengthened the moderation of grades to ensure that appropriate attention is given to the quality of learning. There was a broad agreement between inspectors and college observers on the grades awarded to lessons. However, observers are unable to adopt a flexible approach when recording evidence and are often constrained by the observation paperwork when justifying their judgements. Although analysis of the lesson observation records shows an increased proportion of good or better teaching, in a minority of areas this has not led to a sustained improvement in achievement. Teachers whose lessons are graded satisfactory are given support and then re-observed. The college has little analysis on the impact of this and the work of teaching assistants who provide support for learners in lessons. Focused monitoring visit: Derwentside College, 4 November 2010 4 of 5

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At the time of the previous inspection curriculum management was satisfactory overall. However, in some cases, curriculum managers were not sufficiently well informed about what was happening in their areas of responsibility and spent too little time assuring the quality of the work of their teams.

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Since that time the college has restructured the middle-management team and invested considerable resources in their continuing professional development. This is a small college and therefore curriculum managers are responsible for a wide range of disparate vocational areas and often carry an extensive administrative load. The rigour of annual course reviews has improved, although some variation remains. The college recognises that some of the proforma used at the time of the previous inspection did not prompt a sufficiently comprehensive analysis of course performance and is in the process of introducing a more robust process. Curriculum managers reach broadly accurate conclusions when judging the quality of their departments, although in a small number of cases the range of evidence they use is limited. Success rates were judged to be good overall at the previous inspection, although there were some

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significant dips in performance in 2008/09, most areas of learning have improved or at least maintained their levels of performance.

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At the time of the previous inspection governors provided a strong strategic steer to the college. However, the degree to which they monitored the college’s performance was variable. Governors received a wide range of appropriate reports, but some reports received insufficient attention and, in some cases, the minutes did not record sufficiently the discussions that took place.

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progress

Since that time, the college has appointed a new clerk to the governors. Minutes are detailed and recording of discussions are more extensive. For example, minutes illustrate that governors have continued to provide a clear strategic direction for the college. The committee structure is well established, although attendance varies and the governing body sometimes finds it difficult to attract new members. They have focused on the need to improve partnership arrangements and the re-alignment of the college’s work to meet the previous government’s ‘skills agenda’. Governors clearly recognised the dip in learners’ success rates in 2008/09 and provided some impetus to bring about improvement. Given this experience and improvements to management processes they are now in a better position to analyse data, identify performance trends and hold the college’s work to account. inspects to achieve excellence in the care of children and young people, and in education

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and skills for learners 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 123 1231 or e-mail 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 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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