Amersham and Wycombe College

Amersham and Wycombe College First re-inspection monitoring visit report

p.1

Name of lead inspector: Mark Shackleton HMI

p.1

Type of provider: General further education college

p.1

Address:

Stanley Hill Amersham HP7 9HN Monitoring visit: Amersham and Wycombe College, 4 October 2016

p.1

Context and focus of visit

This is the first re-inspection monitoring visit to Amersham and Wycombe College following publication of the inspection report on 12 July 2016 which found the provider to be inadequate overall.

p.2

Context and focus of visit

The majority of students are on level 3 study programmes with smaller proportions studying at level 2, on apprenticeships and on adult learning courses. The most popular courses are in the creative industries, health and social care, business studies, and sport and public services.

p.2

Context and focus of visit

The purpose of the visit was to establish what initial steps governors, senior leaders and managers have taken to improve the provision, in response to the recent inspection, and to set the key priorities for the next visit.

p.2

Provide effective governance and a stable senior leadership team that

steers the college towards its next steps.

p.2

Provide effective governance and a stable senior leadership team that

A new chair and vice-chair of governors have been appointed. The governing body is smaller, with a clear sub-committee structure and well-defined roles and responsibilities. The chair provides positive leadership and has been instrumental in establishing a strong leadership team for the college. The former acting principal has been appointed to the role of interim principal. A clear management structure has been established and appointments to all roles have been confirmed. The governing body has confidence in the college’s management team and provides them with support, guidance and challenge. Senior managers provide the governing body with clear and concise reports on the performance of the college. As a result, a culture of mutual respect and productive working has been quickly established. Managers and staff are clear about their management chains and responsibilities, and express confidence in

p.2

Provide effective governance and a stable senior leadership team that

the leadership team. Staff morale appears to be a strength. Senior leaders are now actively pursuing a possible merger in accordance with the recommendations of the recent area review. Work has begun on the recovery plan to move the college out of administered status and to a position of financial stability. Financial controls and reporting have been strengthened. The governing body and senior team have turned their attention to implementing the post-inspection improvement plan to ensure that the learner experience is consistently good across the college.

p.2

Priorities for improvement

 Confirm and implement the recovery plan.  Ensure that the senior team and governors continue to maintain and enhance further their positive relationship and strong leadership. Monitoring visit: Amersham and Wycombe College, 4 October 2016  Focus strongly on the improvement of outcomes and the quality of teaching, learning and assessment.  Ensure that the focus remains on the quality of experience for students and on ensuring their success.

p.2

Ensure that all teachers have consistently high expectations of learners’

attendance, punctuality and attitudes to learning.

p.3

Ensure that all teachers have consistently high expectations of learners’

Senior leaders involved managers and teaching staff in the development of minimum standards and expectations for student attendance, punctuality and attitudes to learning. This enabled a much more effective induction process at the start of the autumn term. Programme area managers (PAMs) have set high expectations for students and shared this with parents at an induction open evening.

p.3

Ensure that all teachers have consistently high expectations of learners’

A strong focus on attendance, being on time and ‘carrying your identity card’ has led to higher expectations. Learners appear to be responding well to these raised expectations, known as the ‘ABCs’ of learning. Second-year students report that they have noticed improved attendance, punctuality and behaviour in classes since the start of this term. First-year students say that high expectations were set during thorough induction sessions and, where students’ performance falls below expectations, that this is followed up robustly by teachers.

p.3

Priorities for improvement

 Continue the strong focus on attendance, punctuality and attitudes to learning. Monitor the impact of the action taken, evaluate its effectiveness and take action rapidly if insufficient improvement is being made.

p.3

Implement quality assurance arrangements that ensure that teachers

reflect on and improve their teaching practice.

p.3

Implement quality assurance arrangements that ensure that teachers

Senior leaders now manage the quality assurance processes directly. The observations of teaching, learning and assessment are now more focused on the impact of teaching and have been refined. Teachers are aware of the new focus and are optimistic that it will both challenge and support them to improve.

p.3

Implement quality assurance arrangements that ensure that teachers

The appointment of new advanced practitioners (AP) based on proven strong performance and identified college improvement needs has set a firm foundation for improvement. For example, an AP has been appointed as a ‘champion’ for target setting and tutorials and will provide support to any teachers who need to improve their skills in these areas.

p.3

Priorities for improvement

 Implement the revised observation of teaching, learning and assessment process and identify appropriate evaluation criteria so that senior leaders know how well the process is contributing towards improvement. Monitoring visit: Amersham and Wycombe College, 4 October 2016

p.3

the progress that their learners are making and support learners to fulfil

Managers have provided training for teachers to improve their skills in developing good learner profiles and being able to stretch more able learners. ‘Promonitor’ training and reinforcement of the need to use ‘promonitor’ well to record and monitor learners’ progress should help to bring greater consistency in teachers’ effective use of the system.

p.4

the progress that their learners are making and support learners to fulfil

The recent appointment of a new AP as champion for target setting and tutorials is a positive step to support teachers who need to improve this key aspect of helping learners to make good progress. Additional newly appointed APs have campus or programme area responsibilities to support improvement. Plans for regular audits of the quality of individual learning plans, in addition to a new increased focus on documentation during lesson observations and learning walks, should help to identify the impact and success of these new developments.

p.4

Priorities for improvement

 Continue to implement the enhanced continued professional development and refine the roles of APs as you identify the best approaches to support rapid improvement. Monitor the impact of the new training and enhanced support for teachers, and make adjustments as necessary.

p.4

are better able to pass their examinations and to apply mathematical skills

A new programme leader has been appointed to lead improvement in the teaching of mathematics, both on mathematics and vocational courses. Greater responsibility has been delegated to PAMs to manage the whole study programme including the development of learners’ mathematical skills. The plan for the PAMs to be supported by the programme lead and through the work of APs will need careful monitoring by senior leaders. The quality improvement plan identifies the need for a strategy to improve mathematics tuition. There is also a new approach to the qualifications offered to students on level 2 programmes.

p.4

are better able to pass their examinations and to apply mathematical skills

One of the APs has delivered mathematics tutorials to teaching staff in one programme area, but the college-wide approach to improving the teaching of mathematics is still under development.

p.4

Priorities for improvement

 Develop and implement a strategy for improving the teaching of mathematics across all curriculum areas and levels of study. Identify success criteria, measure the impact and adjust as required. Monitoring visit: Amersham and Wycombe College, 4 October 2016

p.4

Provide a curriculum for adult learners that meets the demands of

Senior leaders have used subcontracting as a means of broadening the provision and enabling adults to develop their skills and knowledge outside traditional classroom settings. They are now in discussions with subcontracted partners to develop joint ventures to provide technical skills training that more closely reflects local skills shortages and employment opportunities. Advanced plans are in place for digital arts and building services courses within commercial settings. Both ventures closely match local needs and will also lead to more direct delivery of adult learning.

p.5

Priorities for improvement

 Ensure that the adult learning provision provided directly by college staff and through subcontractors continues to meet the needs of local communities and employers.

p.5

Ensure that current learners benefit from transitional arrangements that

protect the quality of their experience during any future mergers.

p.5

Ensure that current learners benefit from transitional arrangements that

Managers are working closely with Aylesbury College in preparation for a possible merger. This planning needs to include effective transitional arrangements that protect the quality of learning, support and outcomes for current learners. Monitoring visit: Amersham and Wycombe College, 4 October 2016 the guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . Learner View 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. To find out more go to www.learnerview.ofsted.gov.uk .

p.5

Ensure that current learners benefit from transitional arrangements that

Employer View Employer View is a 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. To find out more go to www.employerview.ofsted.gov.uk .

p.6

Ensure that current learners benefit from transitional arrangements that

regulates and inspects to 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 children looked after, 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

p.6

Ensure that current learners benefit from transitional arrangements that

the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.6

Ensure that current learners benefit from transitional arrangements that

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

p.6

Ensure that current learners benefit from transitional arrangements that

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

p.6