The SMB Group

Published date 09 November 2011 Inspection Number 376132 Unique reference number: 130754

p.1

Name of lead inspector: Shaun Dillon HMI

p.1

Address:

Brooksby Campus Brooksby Melton Mowbray Leicestershire LE14 2LJ Telephone number: 01664 855204

p.1

Focused monitoring visit report

Focused monitoring visit: Brooksby Melton College, 05 October 2011 1 of 5

p.2

Context and focus of visit

Brooksby Melton College is a small specialist land-based college, based on three sites in Melton Mowbray and Brooksby. The Brooksby campus, approximately nine miles from Melton Mowbray, is an 880 acre estate and working farm, which includes an equestrian centre, an animal care centre, a fishing lake, a plant centre and residential accommodation for learners. The Melton campus includes dance studios and a theatre, both of which are used by the community. The college has provision within 11 of the 15 subject areas. It delivers work-based learning across seven subject areas and workforce training through Train to Gain courses. The proportion of learners from minority ethnic backgrounds is low.

p.2

Context and focus of visit

The most recent inspection report was published in March 2010. All aspects were judged satisfactory, as were health, care and early years and land-based studies. Performing arts and media were judged good.

p.2

progress

Since the last inspection, managers have extended the self-assessment process to all areas of the college and have made improvements to the self assessment of employer-responsive provision. In the last self-assessment report, managers graded employer responsive provision separately and evaluated differences in performance. Governors are more fully involved in the self-assessment process and in monitoring the quality improvement action plan. Frequent course reviews contribute to self- assessment effectively. In a minority of cases, course level self-assessment analysis of evidence is insufficiently evaluative and does not support the grades awarded. In quality improvement plans, a few actions are too descriptive and do not include appropriate targets. Managers have developed a number of effective measures as part of self-assessment activities. They use notices to improve effectively to address declines in course performance. Meetings between programme and senior managers

p.2

progress

to evaluate programme area performance lead to improvements. Departmental risk registers include assessments of key curriculum performance indicators and provide a useful link to self assessment. Since the last inspection, improvements include an increase in the proportion of good or better lessons, more effective use of employers’ feedback and more effective use of learners’ involvement in course reviews and the self assessment process. Focused monitoring visit: Brooksby Melton College, 5 October 2011 2 of 5

p.2

progress

Most success rates, except for learners aged 16 to 18 on very short courses, increased in 2010/11 compared with 2009/10. Most are average (compared with specialist college data), except for those for adults on advanced level and on short courses which are high, and those for learners aged 16 to 18 on short courses and for the very few adults on very short courses which are very low. The success rates of learners aged 16 to 18 on intermediate level courses increased considerably in 2010/11, to just below average. Success rates for adults increased. Managers have changed the curriculum to be more suited to learners’ needs and to aid success and progression. Success rates by learners with disabilities are not significantly different compared with those without disabilities. Students receiving support are more successful than those not receiving support. The proportions of learners from minority ethnic backgrounds are very small and most succeed as well as, or better

p.3

progress

than, learners from a White British background. The success rate of the few learners from a White Other background has declined over three years and is low. Success rates on key and functional skills courses are low, because of low pass rates.

p.3

progress

At the last inspection, the successful completion of apprenticeship frameworks was average, but learners often took longer to achieve than the time allocated. On Train to Gain provision, only about half of the trainees completed within the expected timescale. In 2009/10, success rates for apprentices aged 16 to 18 in animal care, hairdressing and for learners from Lincolnshire were low. During 2010/11, managers improved provision in these areas of concern effectively. Over the three years to 2010/11, overall apprenticeship success rates and completions within the expected timescale improved, but they are below average. The proportion of advanced apprentices completing within the expected time is low. Following a review of its training programmes in 2010/11, a major manufacturer transferred over 50 learners to another training provider before the completion of their apprenticeships. Consequently, these learners are recorded as non-completers and their removal has

p.3

progress

had a significantly adverse impact on success rates. Managers have recognised this threat to business continuity and have put appropriate actions in place to alleviate risk. In 2010/11, Train to Gain overall success rates are high. Completion rates within the expected timescale are very high. Success rates on Skills for Life qualifications have increased significantly. Focused monitoring visit: Brooksby Melton College, 5 October 2011 3 of 5

p.3

progress

Employers receive helpful guidance on their role in the joint planning of each learner’s learning programme and in supporting learners at progress reviews. College managers have introduced new training plans which are subject to further development. These plans provide a general breakdown of how the programmes will be delivered and the framework of assessments for each unit. Engineering employers receive helpful guidance on the training they are expected to deliver. Both employers and learners agree with, and receive a copy of, the training plan. Tutors and assessors provide very good support for learning. The quality of progress reviews has improved so that they evaluate progress effectively. The review of progress reports and management meetings ensure managers monitor learners’ progress thoroughly. Employers are engaged fully in these reviews, although it is not always clear what they should do to support further training. For the majority of learners,

p.4

progress

target setting focuses on the completion of units and does not provide them with a clear understanding of their short-term targets. More able learners refer to activity lists to plan their own learning. The progress reviews do not evaluate sufficiently the effectiveness of support for learners with additional learning needs.

p.4

progress

Each learner has an electronic individual learning plan (ILP), based on a virtual learning environment and so accessible by learners from outside college. These contain full details of learners’ initial screening and assessment outcomes for literacy and numeracy and also their entry qualifications. Initial targets do not, however, always relate to these outcomes. Tutors make very helpful and constructive comments which include short-term learners’ targets, but frequently these lack challenge. Learners’ involvement is underdeveloped and their targets are often very general. Managers have improved the consistency and use of ILPs and have improved target setting in certain subject areas, but they are aware that these remain areas for improvement in 2011/12. They have provided much professional development and delegated a member of staff from the information technology unit to support tutors to use the virtual learning environment and ILPs to best effect.

p.4

progress

They are aware, however, that tutors’ use of the virtual learning environment and ILPs and their target setting are too inconsistent and that the sharing of good practice is insufficient. Many learners find their ILPs and jointly agreed targets very helpful; others do not. For a minority of learners, their plans start well and contain useful targets, but these are not reviewed sufficiently frequently to sustain motivation. Focused monitoring visit: Brooksby Melton College, 5 October 2011 4 of 5

p.4

progress

Managers have improved the quality of teaching and learning of those teachers whose lessons were previously judged satisfactory. They have increased the use of lead practitioners and have improved teachers’ effective use of information and learning technology (ILT). Lesson plans require the inclusion of equality and diversity and health and safety but these are not evident in lesson observation proforma. In the best lessons, all learners are engaged in interesting and enjoyable activities which challenge them to progress rapidly. Lesson plans are good and include individual learners’ needs. Teachers question learners thoroughly to check their prior learning and experiences. Teachers make good links between the college’s respect strategy and using it in the outside world. Teachers emphasise the importance of good health and safety practices during practical lessons. They use ILT effectively to aid learning. In the less effective lessons, teachers talk at passive learners and do

p.5

progress

not question individuals. Learners have insufficient challenge to motivate and inspire them to progress to higher levels rapidly. Lesson plans contain insufficient references to the promotion of equality and diversity, other than through mutual respect. Opportunities to use ILT to aid learning are missed.

p.5

progress

Managers produced a suitable single equality scheme in May 2010 and reviewed it in 2011. The roles and responsibilities of staff and learners are set out clearly. An equality and diversity working group has been established to manage the scheme. The current equality and diversity action plan addresses six objectives. Actions include the provision of faith rooms, a revised marketing strategy to widen access and the appointment of a lead practitioner with responsibility for embedding equality and diversity in the curriculum. The links between the action plan and the equality scheme are unclear. Connections between the scheme and other college strategies, such as that for teaching, learning and assessment, are underdeveloped. Managers and staff complete equality impact assessments to evaluate college functions and policies promptly. The performance of different groups of learners informs self assessment effectively, but performance reporting linked to challenging targets for

p.5

progress

improvement is not yet in place. All staff receive appropriate mandatory training. The college has a suitable strategy to promote and reinforce equality and diversity amongst work-based learners and their employers. Focused monitoring visit: Brooksby Melton College, 5 October 2011 5 of 5

p.5

progress

Managers have devised and tested an appraisal system which is based on key competences pertinent to an appraisee’s role. These competences will be expanded and clarified this term using key behaviours for each competence. This will enable all staff to understand more fully the requirements of their role and how to determine how well they fulfil these requirements. In 2010/11 managers appraised all their available staff. Managers are also required to have termly one-to-one meetings with their staff, but this is not monitored. Managers have improved the use of the learners’ voice and the outcomes from lesson observations to inform the appraisal of a teacher. This also includes the key competences in the teaching and learning strategy based on what constitutes a good lesson. Lesson observation outcomes relate very well to the appraisal discussion and the appraisal action plan. Both inform managers of staff development needs effectively, and these determine mandatory

p.6

progress

staff development. The positive impact of appraisal is evident in many ways such as staff changing roles, fewer people in capability procedures, improving teaching and learning and on raising standards, accountability and expectations. Managers have improved significantly the consistency of approach to, and implementation of, the appraisal system. achieve excellence in the care of children and young people, and in education 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 assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.6

progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231 or email enquiries@ofsted.gov.uk . 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Ofsted

p.7

progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.7