City and Islington College

FE&S report City and Islington College General further education college Inspection dates 9–12 February 2016

p.1

Overall effectiveness Good

Effectiveness of leadership and management Good

p.1

Overall effectiveness Good

Quality of teaching, learning and assessment Good

p.1

Overall effectiveness Good

Personal development, behaviour and welfare Good

p.1

Overall effectiveness Good

Provision for learners with high needs Good

p.1

Overall effectiveness Good

Overall effectiveness at previous inspection Outstanding

p.1

This is a good provider

 Staff have created and sustained a safe, harmonious and inclusive environment in which students and apprentices learn well.  Senior leaders and governors have a realistic and thorough understanding of what needs to improve and the actions that need to be taken to achieve improvement.  Senior leaders make very good use of their partnerships with employers, other agencies and organisations to develop the curriculum, resulting in a broad curriculum offer which meets the needs of local and regional employers well.  Students and apprentices develop good skills for employment.  The majority of learning in all provision types is interesting, maintains students’ and apprentices’ motivation and helps them succeed.  Senior leaders and teachers set high standards for themselves and for their students and apprentices.  Students and apprentices receive excellent support for their learning and for overcoming any challenges they may face in their personal lives

p.1

This is a good provider

that impact on their learning.  A high proportion of students and apprentices progress to employment and to higher education, especially from level 3 qualifications.

p.1

This is a good provider

 Teachers and managers do not monitor the progress of students and apprentices well enough and, as a result, do not give them clear and specific enough guidance to help them improve.  A minority of students, especially those at level 3, do not make good progress from their starting points.  Although improving, the proportion of students who achieve their qualifications, particularly in mathematics, is not yet high enough.  A small minority of teaching, learning and assessment are not of a high enough standard across all provision types and subjects.

p.1

Information about the provider

 City and Islington College is a large general further education college located in the London borough of Islington offering courses at entry level, levels 1, 2 and 3 and apprenticeships to more than 12,500 students, as well as apprentices through five centres in the area. The diversity of students and apprentices at the college reflects well the diversity of the communities it serves. Around a quarter of college students come from Islington, with a further third coming from the nearby boroughs of Hackney, Haringey and Camden. The college also attracts students from wider catchment areas within and beyond London to undertake more specialist provision.  The proportion of school leavers locally who achieve five GCSEs at grades A* to C is higher than the national rate. Four fifths of the local population are qualified to level 2 and the rate of unemployment in the borough is slightly higher than the rate for London.

p.2

What does the provider need to do to improve further?

 Build on the best practice in the college to ensure that all teachers are skilled in planning and teaching lessons that enable all students and apprentices, especially the most able, to make the very best progress in lessons, in tutorials, in workplace reviews and with their qualifications.  Use the skills of the best teachers to train all teachers to use a wide and relevant range of methods to check and evaluate how much students and apprentices have learned in lessons. Use this information to plan further learning that enables students and apprentices to achieve their target grades and make the best progress.  Develop further the ability and confidence of teachers to relate the teaching of English and mathematics to the students’ or apprentices’ subject area, so that they understand quickly the relevance of English and mathematical skills to employment and master the relevant skills. Ensure that teachers model the correct

p.2

What does the provider need to do to improve further?

use of spoken and written English correctly and consistently.  Ensure that managers, teachers and assessors monitor frequently the progress that all students and apprentices are making and that they intervene swiftly, with relevant support and specific targets, when a student’s or apprentice’s rate of progress falls below that of which they are capable. Ensure that managers monitor students’ and apprentices’ achievement of their targets and evaluate the impact of support within relevant timescales.  Improve the teaching of mathematics to ensure that the proportion of students who achieve functional skills qualifications, especially at level 2, and grades A* to C in GCSEs, increases rapidly.

p.2

Effectiveness of leadership and management is good

 The Principal, governors, senior leaders and managers provide very effective leadership. Managers and governors are confident and accomplished in their work to improve the future prospects of their students. They place the needs of students and of their local communities at the heart of the college’s work. A large, and increasing, proportion of students achieve their qualifications, especially at level 3, and many progress to higher education.  The college was previously inspected in 2008 and at that time students achieved very well compared with similar providers. Since then, while the proportion of students and apprentices achieving their qualifications at the college has increased, this has not quite been at the same pace as is the case nationally.  Owing to its high reputation, the college recruits students from a large number of London boroughs. It provides for a significantly increasing number of students with low attainment who have not previously

p.3

Effectiveness of leadership and management is good

been successful in learning; many students view the college as their last opportunity to achieve.  The very strong financial health of the college enables managers to provide excellent and safe learning environments for their students and apprentices and to ensure that the college’s extensive and inclusive provision can be maintained over time. Centres are all of high quality and are very well resourced for learning. For example, a new engineering suite supports significant growth in this area.  Senior leaders’ strategic plan for 2014 — 17 provides an excellent account of their strategic aims and how these will be addressed, along with quantitative measures of success. It is monitored rigorously by governors. Leaders, managers and governors ensure that the college has a highly positive reputation within its local communities and plays a vital role in a wide range of local initiatives to address issues of

p.3

Effectiveness of leadership and management is good

economic and social regeneration and inclusion. They have also helped to secure the continuity of provision through their skilful work towards merger with another London general further education college, planned for the autumn of 2016.  Leaders and managers have secured extensive and effective partnerships in the best interests of their students, for example, in enhancing the planning and delivery of the curriculum. Strategic partnerships and extensive connections to national organisations and government departments help to ensure that managers respond well to local and national priorities.  Secure and carefully crafted management arrangements ensure that centre managers are able to make prompt decisions; they ensure good and clear communication between staff and students and between teachers and managers. Managers use the views of students effectively to bring about improvements. Students are very positive about their life and work in the college and their capacity to influence

p.3

Effectiveness of leadership and management is good

decisions.  Governors, managers at all levels and teachers are productively involved in the college’s pursuit of improvement. They have a good awareness of the college’s strengths and what needs to be improved. Largely accurate self-assessment leads to actions needed for improvement, although in progress updates managers exaggerate the impact of some actions.  Senior leaders’ operational plans for each year, based upon the strategic plan, skilfully summarise the priorities for the college, success measures and progress updates. Centre improvement plans successfully build on these and centre directors and their staff understand these well. The rigorous infrastructure of key performance meetings involving staff at all levels ensures that managers discuss poor performance and are held to account. Managers use data well to help sharpen judgements and to determine progress against targets. Sub-contracted provision is well managed and quality assured. Poorer quality provision

p.3

Effectiveness of leadership and management is good

has been removed.  Managers’ rigorous performance management of teachers, closely related to the college’s reliable scheme for the observation of teaching, learning and assessment, and accompanied by very effective professional development, is helping poorer performing teachers to improve their practice. In spite of this, not all students yet make good or better progress.  Leaders and managers ensure that all students receive good, impartial careers guidance. Students on study programmes have individual careers plans and receive good careers education and individual guidance.  Leaders and managers pay particularly good attention to matching the curriculum to the needs of students and their aspirations. They use a wide range of evidence and local intelligence to plan the current and future curriculum. The college’s strategic priority to improve students’ English and mathematical skills in study programmes and other types of provision is not yet translated into

p.3

Effectiveness of leadership and management is good

consistently good teaching and learning or outcomes in mathematics.  Leaders and managers successfully promote equality and diversity in the college, together with an ethos of equality and of valuing the beliefs, attitudes and values of others. Within the college’s diverse community, students are very well prepared for life in modern Britain, including within their local communities. Working closely with student representatives, managers and teachers are successfully developing students’ understanding of fundamental values, which are well integrated into their courses and wider life at college.

p.3

Effectiveness of leadership and management is good

 The governance of the provider Governance is highly effective and governors are expert in their roles. They bring to their work a vast range of very valuable life and work experiences and ensure high-quality debate and discussion about mission, vision, strategy, targets and performance. They use their professional skills well in the best interests of the college and students. Governors have taken the lead in the determination of the need, and agreement for collaboration and merger for the Central London College Group. Governors know what the college needs to improve and they work closely with college managers to help secure improvement. Together with senior managers, they clearly set out their expectations for the performance of the college and its staff. The work of their curriculum and quality committee is rigorous in reviewing the quality of provision and outcomes and in holding managers to account.

p.4

Effectiveness of leadership and management is good

Since the previous inspection, governors have extended their work to link with particular centres. This has improved their understanding of the college’s work, brought them closer to students and helped their communications with staff. Student governors make a particularly good contribution to the work and effectiveness of the governing body.

p.4

Effectiveness of leadership and management is good

 The arrangements for safeguarding are effective Safeguarding is skilfully integrated with the college’s very good arrangements to support students. Students know that college staff are all committed to keeping them safe, and they feel safe. Students’ and staff’s understanding of safeguarding leads to prompt identification of issues and their resolution. Safeguarding is no exception to the college’s excellent work with external agencies, and staff make good use of their expertise to ensure the safety of learners. Managers carry out comprehensive recruitment checks on staff and keep thorough and up-to-date records. Managers carry out systematic checks for the staff of sub-contractors. Leaders, managers and governors ensure that the college complies with the Prevent duty. All key policies and processes are in place, including thorough arrangements to identify the threat of radicalisation and the rigorous review of external speakers. Working relations between college staff

p.4

Effectiveness of leadership and management is good

and safeguarding-related agencies and personnel are excellent. Staff are continuing to work to ensure that all students, including apprentices, have a thorough understanding of the relevance of Prevent to them.

p.4

Quality of teaching, learning and assessment is good

 Well-qualified teachers set students and apprentices high standards and expect them to achieve their qualifications and make good progress. As a result, most students and apprentices are exceptionally well motivated and are ambitious to achieve well and progress to further learning or employment.  The majority of teachers maintain a brisk and purposeful pace in their lessons and are skilled at using a wide range of stimulating tasks and activities to make learning enjoyable and interesting. Teachers use their vocational and subject knowledge very well to devise learning activities that inspire students. In A- level subjects, teachers use online resources and additional activities very successfully to enhance learning. Classrooms and learning facilities are of the highest standard and support learning well.  Teachers ensure that students and apprentices develop a good awareness of how to work and behave

p.4

Quality of teaching, learning and assessment is good

when in the workplace and place a very high priority on them developing good skills for employment. Managers work closely with employers to ascertain precisely the skills and expertise they value most. For example, students and apprentices develop very good subject-specific technical language. However, staff do not always correct students’ spoken and written English well enough.  Managers work well with teachers to improve teachers’ skills in teaching mathematics for GCSE and functional skills qualifications, and within vocational training. Teachers often ensure that students and apprentices understand how mathematics relates to their everyday lives and future careers. For example, in a biology lesson, students used statistical analysis well to explain the effect of natural selection on genetic fitness. However, not enough teachers are able to relate mathematics to their vocational subject well enough and in mathematics lessons, teachers do not always set work that is sufficiently challenging.

p.4

Quality of teaching, learning and assessment is good

 Staff identify quickly students who need extra help with their learning and provide excellent personal support. For example, students on access to higher education courses speak very highly of their teachers’ encouragement and support throughout their course. Identification of, and help for, students with poor mental health is particularly strong. Staff monitor carefully the most vulnerable students such as those who are in the care of the local authority, and the help they provide ensures that these students do well.  Teachers and tutors are very adept at ensuring that students develop a good understanding of each other’s different faiths and cultures. Students’ and apprentices’ behaviour within lessons and around the college is exemplary.  Staff assess accurately the abilities of each student at the start of their course and place them on an appropriate programme of study or level of course. While teachers often use this information well to

p.5

Quality of teaching, learning and assessment is good

ensure tasks and activities match students’ learning needs, not all teachers in all provision types are sufficiently skilled at setting work that is demanding enough for all students; in a minority of lessons across all centres, teachers do not plan learning well enough to be sufficiently demanding of the most- able students.  Not enough teachers are sufficiently skilful at using strategies effectively in lessons to assess students’ understanding and skills; as a result, they do not always have a clear picture of what students have understood, what they can do and what they still need to learn or master.  Teachers’ assessment of students at the start of the course identifies their learning and support needs accurately. However, while support in lessons ensures that students with additional needs are integrated effectively into group work and other activities, teachers do not always plan learning sufficiently well

p.5

Quality of teaching, learning and assessment is good

enough to ensure that all these students succeed in their learning.  Not enough teachers monitor students’ and apprentices’ progress closely enough or take sufficiently swift, corrective action should they fall behind in their studies. Managers recognise that more work needs to be done to ensure that all teachers and tutors monitor learning and progress more effectively to ensure that all students and apprentices make at least good progress in their studies.

p.5

is good

 Students and apprentices have good attitudes to learning as a result of the high expectations and standards that teachers and managers set. Students learn to work with each other effectively and treat each other, their teachers and their environment with great respect.  Staff know their students and apprentices well. They help to create a safe and secure environment for their students, which students value highly. As a result of online training, tutorial activities and posters around college sites, students have a good understanding of how to keep themselves safe online, at work and in their daily lives. For example, a group of students on a social work course discussed how they would handle safeguarding in their work context.  Staff have provided students with good training on how to keep themselves safe from the dangers of extremism and radicalisation and to prepare them for living in modern Britain. Students’ behaviour and

p.5

is good

conduct around the college sites and in learning areas are positive and respectful; vibrant displays are around the college of their work from activities to help them develop their understanding further.  Students and apprentices receive good-quality careers advice and guidance, which help them make decisions on their next step in education or training, or to employment. Students receive excellent support from tutors with their applications to higher education.  Students and apprentices develop their skills for employment and their vocational skills in work- experience placements and at work well. However, not all students for whom it would be worthwhile have this opportunity, although managers’ plans and actions to extend this to all students are at an advanced stage. Most students are aware of the need for, and benefit of, spending time in the workplace and are keen to do so.  The majority of students attend their lessons well and are punctual. A minority of students, especially

p.5

is good

those on vocational courses in business, arts and technology subjects, have lower rates of attendance, and despite incentives and targets for improvement, their attendance is not improving.  Students and apprentices learn to use technical and subject-specific vocabulary accurately and with confidence in lessons. However, teachers do not always support them effectively to improve their spoken English when it falls below an acceptable standard.  Students have many opportunities to take part in sporting, community or other activities for personal development and fulfilment. They participate with enthusiasm and produce regular newsletters and displays to encourage others to take part. Students’ Union officers keep governors and senior leaders well informed about their activities and future plans; this also helps them to develop their communication and teamwork skills further.

p.5

Outcomes for learners are good

 The proportion of students who achieve their qualifications has improved over the past three years and the large majority of adults and younger students are successful. The proportion of students who make better progress and achieve good grades has improved from the previous year. A high proportion of students achieve their A levels, although not enough students on academic and vocational courses make very good progress from their starting points or achieve A or B grades in their A levels or distinction grades in their vocational qualifications.  The proportion of apprentices who achieve their qualifications is high, although not enough achieve within the planned timescale. Current apprentices make good progress.  Adult students achieve vocational qualifications at a high rate and a large majority are successful in qualifications such as access to higher education and basic skills English and mathematics. The large

p.6

Outcomes for learners are good

majority of adult students progress to either more substantial qualifications or qualifications at a higher level as a result of their initial achievements.  Students in receipt of high-needs funding achieve their vocational qualifications at a similar rate to that of their peers and make good progress to further learning or employment as a result of the skills they gain. The majority of high-needs students studying qualifications in English and mathematics achieve these, but at a lower rate than they achieve vocational qualifications.  The large majority of students produce good-quality written work which meets or exceeds the standard required by their qualification and by industry. They make good progress in mastering essential vocational skills to help them to progress to employment. Students on academic courses make good progress with their skills for learning, such as research and referencing, which enable them to progress to degree-level

p.6

Outcomes for learners are good

courses.  Teachers and tutors prepare their students well for their next stage in education, training or employment. The rate of progression of level 3 students to higher education has increased over the past three years and is high. This includes many students who are the first in their family to go to university.  Students who are under the care of the local authority achieve their qualifications in line with their peers. The vast majority improve their self-confidence and skills for employment, with high rates of progression to further learning or employment.

p.6

16 to 19 study programmes are good

 The college provides study programmes across all subject areas. The largest areas are arts, media, publishing, science, health, public services and care. At the time of inspection, about 4,200 students were on study programmes.  Students benefit from well-designed study programmes which offer them a very comprehensive choice of vocational and academic pathways supported by a varied range of additional activities. These support their learning and help inform their decisions about employment or further learning within their chosen subject. A fifth of 16–18-year-old students have already benefited from carefully chosen work placements and more are planned over the current term. Students know how these placements help them prepare for their next steps.  Teachers use their subject expertise well to enthuse and motivate their students so that learning is relevant and interesting; students are attentive and keen to do well. In the majority of lessons, students

p.6

16 to 19 study programmes are good

make very good progress and teachers encourage them to develop higher order thinking skills as well as become more responsible for their own learning. For example, AS-level biology students made rapid progress in consolidating their understanding of new concepts such as epigenome and transcription. Through a very well-structured activity, teachers gave students clues and time to discuss and think through possible definitions before being given access to additional information, with time for further revisions to their answers. Students made very good use of electronic voting devices which gave a competitive edge to this fast-paced lesson.  In a minority of lessons, learning is less effective because the students find the activities too easy or do not see the relevance to their vocational area. They make slow progress as a result.  Teachers’ development of students’ English and mathematical skills requires improvement. Students do

p.6

16 to 19 study programmes are good

not receive sufficient feedback on their English skills in lessons or in assessments to help them improve and achieve well. In English and mathematics lessons, teachers do not always prepare well and activities are mundane and focus too much on examination questions before students have mastered the knowledge and concepts required to succeed.  Teachers’ monitoring of students’ progress across their whole study programme is insufficiently rigorous and their intervention is not always swift enough to identify students who are not making the required progress in one or more components. Therefore, students do not always make the progress they should in between formal reviews with their tutors. Students receive detailed and helpful feedback from teachers on their subject knowledge and skills development, but feedback on their wider study skills or progress in English and mathematics is not consistently good.

p.6

16 to 19 study programmes are good

 Teachers’ support for students to plan their next steps is good and the very well-resourced careers centres are highly valued by students. A wide range of innovative and well-considered initiatives have resulted in students making successful applications to a good range of universities as well as considering alternative pathways such as higher level apprenticeships. For example, aspiring medical students attended a summer school where they explored current medical and social challenges such as obesity; those interested in law are keen participants in the ’Legal Action’ project where they build their skills and confidence in a variety of legal settings.  Teachers are skilled at enabling vocational students to apply their emerging knowledge and skills to contemporary work contexts. For example, health and social care students worked in small groups to research and present to their peers an aspect of ill-health that might affect elderly people, such as

p.7

16 to 19 study programmes are good

osteoporosis and cardiovascular disease. Feedback from both their teacher and their peers enabled them to draw out what the learning points were for healthcare professionals and how they would apply this knowledge in their role in caring for their elderly clients. Performing arts students enhanced their performance skills as well as experience of planning an event in an exciting collaborative project with local schools, with well-received performances that further boosted their confidence.

p.7

Adult learning programmes are good

 Adult students make up one third of the college population. The vast majority are on part-time courses across the full range of the provision. In addition, there are 660 adult trainees on courses with eight sub- contractors. Students have access to an excellent range of academic and vocational courses from entry level up to level 3. The most frequently taken qualifications are English, mathematics and English for speakers of other languages (ESOL).  Students produce work of a good standard and make good progress; the very large majority achieve their qualifications. The proportion of students who achieve GCSE English and mathematics at A* to C grades and ESOL qualifications is high. Students’ progression to further study and employment is also good. The majority of last year’s students have returned to the college to study at a higher level. A high proportion of students on employability projects or courses find a job. Although not all students succeed on access to

p.7

Adult learning programmes are good

higher education courses, almost all those who completed their course last year are now at university.  Teachers and students get on well together and students are well motivated as a result. Learning activities are relevant to students’ interests. Teachers’ focus on improving students’ skills for job interviews and employment is particularly good across the provision. For example, in a mathematics lesson, students identified what mathematical skills they would need in their dream job.  The large majority of teachers make good use of assessment information to plan lesson activities. As a result, students are motivated to learn and make good progress in lessons. In a small minority of cases, a few activities are not sufficiently challenging, the pace of lessons is too slow and, at times, students do not make the progress of which they are capable.  Teachers give students encouraging and motivating feedback in lessons and on written work. Extra help

p.7

Adult learning programmes are good

for students with dyslexia is effective. However, teachers’ feedback on students’ written work does not always contain sufficient advice on how to improve further. While teachers’ feedback on subject content is good, teachers do not comment consistently on how students can improve their use of language, their spelling or presentation.  More effective teachers elicit students’ understanding expertly, confirm new learning and develop deeper understanding. A small minority of teachers do not manage students’ responses to questions well enough, resulting in only the quicker and more advanced students making responses.  Teachers’ focus on students’ use of English is not yet consistently good, particularly for students who speak English as an additional language. The more effective teachers plan activities such as a debate in the format of the ‘Question Time’ programme, which enable students to extend their use of English very

p.7

Adult learning programmes are good

well, resulting in highly effective learning and understanding. However, a small minority of teachers are not yet sufficiently skilled at helping students with pronunciation and intonation as well as the use of formal spoken English.

p.7

Apprenticeships are good

 The college has 245 apprentices, of whom 136 are taught by a sub-contractor. The majority of apprentices follow intermediate or advanced programmes in business administration, retailing, pharmacy services, management, veterinary nursing, laboratory technician, and health and social care. There are five level 4 apprentices.  Staff manage the apprenticeship provision well and the large majority of apprentices make good progress and achieve their qualifications. Managers, employers and the sub-contractor work together well and make good use of labour market intelligence to ensure that apprenticeships meet local and regional skills needs. They design effective learning opportunities in the workplace to ensure good skills development. This enables apprentices to demonstrate their growing confidence and abilities and add value to their employer’s business.  Apprentices develop their skills and knowledge well in the workplace through expert guidance from their

p.8

Apprenticeships are good

employers and well-qualified and experienced teachers. For example, as a result of their training, a business management apprentice used a wide range of new software packages, including web-based design and social media, to organise a very successful event. Since starting a childcare apprenticeship, an apprentice has been promoted to a supervisory position, citing the skills and knowledge learned on the apprenticeship as key to her success.  Through off-the-job training, the majority of apprentices gain good levels of theoretical knowledge and technical skills. For example, a pharmacy apprentice was able to use volume and weight calculations and operate a fingerprint identification system and robotic technology to dispense the correct prescribed drugs to a hospital ward. Apprentices are attentive, respectful and work conscientiously to exacting standards. Teachers and assessors have excellent occupational competence and many continue to work

p.8

Apprenticeships are good

in their respective industries. They share their expertise well. A minority of the off-the-job training requires further development to ensure that teachers link learning to apprentices’ workplace experiences.  Too often, assessors’ and teachers’ targets for apprentices set in lessons and reviews refer to completing units and not the skills and knowledge apprentices need to develop. A minority of off-the-job reviews do not include targets around personal development; for example, punctuality and attendance where these have been identified as needing improvement. Teachers give apprentices relevant information about workplace opportunities that help them to plan their careers; many progress from intermediate to advanced level and a large majority secure permanent employment or go on to further training.  A minority of employers contribute to their apprentices’ reviews and too many are unaware of what their

p.8

Apprenticeships are good

apprentices undertake during off-the-job training. Those that do participate help to set clear targets for improvement. Most employers provide a diverse range of learning opportunities which enable apprentices to develop good technical, English and mathematical skills and a deeper understanding of current industry practices.  Although assessors and teachers have a good knowledge of equality and diversity, health and safety and the importance of democracy, tolerance, respect and healthy lifestyles, too few apprentices are able to explain how these affect their daily lives.

p.8

Provision for learners with high needs is good

 The college currently has 39 students receiving high-needs funding from six local authorities. Twenty-six students are on mainstream academic and vocational programmes across all levels and 13 of them study on preparation for life and work courses.  Teaching, learning and support for the majority of students are good, enabling them to develop skills such as teamwork, working to deadlines, decision making and mentoring. Teachers and support staff give students good oral feedback, which helps them to improve these skills.  Managers’ and teachers’ support for students is managed well and they have improved assessment and support for students this year. As a result, high-needs students on vocational and academic qualifications make similar progress compared with that of their peers on the same programmes.  Managers have designed the curriculum well; students work towards and achieve appropriate levels of

p.8

Provision for learners with high needs is good

accredited qualifications, including English and mathematics, which support their progression well. The majority of high-needs students progressed to a positive destination in 2014/15, including two to higher education.  Teachers’ monitoring of students’ progress is inconsistent. A minority of targets they set lack detail and they do not review them with students within the agreed timescale. As a result, students do not achieve them, miss deadlines and do not see the importance of meeting them.  Most teachers make limited use of the detailed information they have to support students with learning needs and they rely too much on learning support assistants to provide effective in-class support. The quality of written feedback on students’ work is variable, and teachers’ inconsistent approach to correcting spelling, punctuation and grammar means that a few students do not improve these essential skills.

p.8

Provision for learners with high needs is good

 Changes in learning support assistants have resulted in a lack of continuity for a few students on academic and vocational programmes and this has hindered their progress. However, current students are making good progress as a result of greater continuity of learning support assistants.  Safeguarding arrangements for high-needs students are effective. Most students that need them have a personal emergency evacuation plan to ensure their safety in the event of an emergency. Teachers and support assistants supervise students working in the college commercial kitchen closely and students are keenly aware of how to protect themselves from potential hazards.

p.9

Provider details

Type of provider General further education college

p.10

full contract year

Principal Sir Frank McLoughlin CBE Website address www.candi.ac.uk

p.10

Intermediate Advanced Higher

16-18 19+ 16-18 19+ 16-18 19+ 11 73 14 142 1 4 Number of traineeships 16-19 19+ Total 7 2 9 Number of learners aged 14—16 n/a

p.10

Intermediate Advanced Higher

Funding received from Education Funding Agency and Skills Funding Agency

p.10

main sub-contractors

 5E Ltd  Arsenal Football Club  Islington Music Workshop  National Youth Theatre of Great Britain  Generation Arts  Gateway Education Training  Cleanbreak  Aztak Solution Limited  Credentials Limited (Step Ahead)  HCT Group  K & M McLoughlin Decorating Limited  The Access to Sports Project.

p.10

Inspection team

Richard Pemble, lead inspector Her Majesty’s Inspector Julie Steels Her Majesty’s Inspector David Martin Her Majesty’s Inspector David Baber Ofsted Inspector Ian Goodwin Ofsted Inspector Philida Schellekens Ofsted Inspector Karen Green Ofsted Inspector Kimberley Railton Ofsted Inspector Ann Monaghan Ofsted Inspector Penny Horner Ofsted Inspector

p.11

Inspection team

The above team was assisted by the deputy principal, curriculum and quality, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. Inspectors used group and individual interviews, telephone calls and online questionnaires to gather the views of students and employers; these views are reflected within the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant provision at the provider. guidance ‘Raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

p.11

Inspection team

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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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. 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

p.12

Inspection team

The National Archives, Kew, London TW9 4DU, or email psi@nationalarchives.gsi.gov.uk .

p.12

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.12

Inspection team

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Learner View is a website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too.

p.12

Inspection team

To find out more go to www.learnerview.ofsted.gov.uk .

p.12

Inspection team

Employer View is a new website where employers can tell Ofsted what they think about their employees’ college or provider. They can also see what other employers think about them too.

p.12

Inspection team

To find out more go to www.employerview.ofsted.gov.uk .

p.12