North Shropshire College

Further education and skills inspection report

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North Shropshire College General further education college

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Overall effectiveness Requires improvement Effectiveness of leadership and management Requires improvement 16 to 19 study programmes Requires improvement Adult learning programmes Good

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Apprenticeships Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good

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Outcomes for learners Requires improvement

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Overall effectiveness at previous inspection Inadequate

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Summary of key findings

This is a provider that requires improvement

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Summary of key findings

 Despite improvements in some areas, managers’ actions have not yet resulted in consistently good teaching, learning and assessment.  Teachers do not adapt learning activities to reflect the starting points of learners. Learners are not sufficiently involved in their learning or challenged to make the progress of which they are capable.  Teachers do not develop learners’ mathematical skills well enough, either through mathematical qualifications or within the vocational curriculum.  Senior leaders and managers do not ensure that they receive information about the progress of learners which is complete, timely or robust. As a result management actions to help learners improve are less effective.  Too few apprentices achieve the qualifications which comprise the full apprenticeship by the planned end date.  Managers do not ensure that all assessors provide a regular, high-quality review for apprentices. Assessors do not make clear, nor

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Summary of key findings

monitor with sufficient rigour, the actions that apprentices need to take to make good progress. The provider has the following strengths

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Summary of key findings

 Governors and senior managers have a clear strategic vision for the college. In partnership with Reaseheath College they are having a positive impact on learners through improved approaches to work experience, apprenticeships and safeguarding.  All learners on study programmes undertake well-planned work experience placements that are carefully selected and monitored. Learners and employers record the skills acquired and these are further developed in lessons.  Learners’ personal development, behaviour and welfare are good; they develop a wide range of skills that support them to move successfully to their next steps into further learning or employment.  Most adult learners, and learners aged 16 to 18 on advanced level vocational courses, achieve their qualifications and current progress is good.  Governors and senior leaders have transformed the college’s approach to safeguarding. A strong culture of safeguarding now permeates

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Information about the provider

 North Shropshire College is based on two main campuses at Oswestry and Baschurch, with smaller specialist centres in Shipley, Burford and Wem. The majority of learners come from North Shropshire, although learners on land-based courses come from Herefordshire, Worcestershire, and Powys as well. The college offers classroom-based courses in all 15 sector subject areas and apprenticeships in eight. Since the previous inspection, the college has made a federation agreement with Reaseheath College and is actively working towards merger.  North Shropshire has a population of around 64,000, a lower unemployment rate than the Marches average, and a high proportion of small businesses. The proportion of pupils leaving school with five or more GCSEs at grades A* to C including English and mathematics is similar to that nationally.

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What does the provider need to do to improve further?

 Improve the reliability of the information that managers use to assess progress against college targets. Managers should ensure that progress-tracking records are updated regularly and consistently by teachers and that prompt action is taken by managers and teachers when learners are performing below target.  Improve teaching and learning, and the progress learners make, by: – developing teachers’ ability to formulate measurable learning outcomes that take account of learners’ starting points and individual needs – enhancing teachers’ skills in checking the progress learners are making and ensuring that teachers know how to adapt planned activities if learners are not making sufficient progress or if other learners are progressing more rapidly than expected.  Improve progress in mathematics GCSE, functional skills mathematics and mathematical skills development in vocational qualifications by: – building on the strategies and initiatives that have been recently put in place, and

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What does the provider need to do to improve further?

using the advanced teaching practitioners to model and disseminate good practice – continuing to strive to recruit, develop and retain high-quality mathematics teachers and reduce the amount of staff absence and change, which have a negative impact on continuity and the progress that learners make – ensuring that tutors discuss progress in mathematics with learners and that tutors can access the current information – working with managers and teachers to identify mathematical skills that can be developed in the vocational context and improving teachers’ confidence and knowledge to develop learners’ mathematical skills in sufficient depth.  Increase the number of apprentices who complete all the qualifications which comprise the full apprenticeship programme, by the planned end date by: – ensuring that senior managers receive frequent, accurate reports on the timely achievement rates of apprentices – improving the planning for the development of functional skills in English and

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What does the provider need to do to improve further?

mathematics – improving the quality and consistency of practice by assessors – ensuring that assessors meet regularly with apprentices and set targets that clearly state the skills that apprentices need to improve – ensuring that all apprentices have easy access to the records of their progress, the work they need to complete and the required date for its completion.

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improvement

 At the previous inspection, governors and leaders had failed to secure improvements in the quality of education despite recommendations in two previous inspections. Self- assessment was inaccurate and did not enable governors to challenge poor performance. Too few learners improved either their mathematics or English skills enough. The college was financially inadequate. Safeguarding was ineffective.  Senior leaders and governors’ actions to improve the college’s financial stability are carefully tailored to support the planned merger, rather than seek a short-term resolution. As a result, the college remains financially inadequate. This financial position, together with the high volume of changes in staffing, is compromising leaders’ ability to ensure the sustainability of a minority of provision.  Since the previous inspection, governors, leaders and managers have implemented considerable changes to deal with the weaknesses and these are beginning to show

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impact. They have introduced comprehensive support for teachers to improve their classroom practice. They have established advanced practitioners providing coaching and mentoring on an individual basis, as well as compulsory group development events. Managers use the performance management process sensitively to support staff who self-refer or are identified as needing to improve the quality of their teaching, learning and assessment. There are numerous instances where this has led to improved quality but it is not consistently effective across all subjects or provision types. Teachers’ and assessors’ practice still requires improvement to be consistently good.  Leaders monitor the progress learners are making and their predicted achievements through regular, detailed data reports from the central, computerised tracking system. Leaders use these reports to assess the progress of individual learners and to brief

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governors about likely outcomes at the end of the year. While they are a marked improvement on the situation at the previous inspection, not all teachers consistently update the electronic system to ensure that the reports are based on complete and accurate data. Within English and mathematics, inspectors judged the college’s assessment of the progress of current learners as too optimistic.  Managers have adapted the arrangements to support learners preparing to take external assessments in mathematics. The new arrangements are being trialled in a few areas and there are early signs that pass rates in functional skills are improving for these areas, particularly at level 1. However, it is too soon to be sure that this will be successful in improving mathematics outcomes for all learners, including apprentices.  Managers have worked hard to build on the strengths in English GCSE courses, and to develop English skills within vocational qualifications. Teachers now support learners

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effectively to develop their communication skills and correct grammatical errors in written work; they make it clear to learners that English skills are important and how learners can improve them.  Senior managers and governors have produced a self-assessment report that is based on a thorough analysis of achievements and the quality of teaching, learning and assessment – and not confined to observations in lessons. The self-assessment process draws on the views of learners and stakeholders and informs the plans for improvement well. The most recent report bases most of its judgements on the considerable progress leaders have made in responding to the recommendations from the previous inspection and monitoring visits. However, in doing so, it does not give sufficient weighting to the impact on learners or the overall effectiveness of the college.  Following the federation, senior managers have developed close links with the

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managers at Reaseheath College. This has helped in strengthening the management of apprenticeships, safeguarding, and approaches to quality improvement.  Senior leaders have further strengthened the links between the college and the local enterprise partnership (LEP) to improve the alignment of curriculum planning with local priority needs. Together with the appointment of a new business development officer, this is beginning to have a positive impact on links with local and regional employers and is leading to exciting and innovative collaborative projects such as the farm diversification enterprise and the separate multi-sport programmes for men and women. The initial response from learners on the new courses is positive.  Senor leaders support curriculum area managers (CAMs) well in their role. They prioritise their improvement actions well and know what is working, and what they still need to resolve, to bring about the necessary improvement in learners’ outcomes.

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CAMs plan future developments in close consultation with the business development officer and understand well what is viable, given the current finances.

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The governance of the provider

 Governors receive regular reports on learners’ attendance, progress, in-year achievements and predicted final achievement. Governors scrutinise carefully reports on the college’s performance and challenge managers effectively. They ask for clarification where appropriate and follow matters up at subsequent meetings. Governors deepen their understanding of what they receive in data reports with first- hand observations through learning walks, speaking to learners in focus groups and through the learner surveys.  Because of the improved information and higher level of challenge and discussion, governors are significantly more aware of the progress the college is making and of those areas still in need of improvement. Their attendance at the monthly board meetings is consistently high.  Governors value the link with Reaseheath college and are aware of the positive impact that the working relationship is having on enabling leaders and managers to tackle the

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The governance of the provider

weaknesses from the previous inspection.

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Safeguarding

 The arrangements for safeguarding are effective.  Governors, leaders and managers have successfully established a strong culture of safeguarding that staff at all levels now recognise and support.  Senior leaders and managers have built on the significant improvements seen at the Ofsted monitoring visit in December 2016, to ensure that governors monitor the effectiveness of safeguarding in the residential accommodation and the on-site nursery. This has resulted in both settings now meeting the required safeguarding standards.  Safeguarding designated officers have strong links to local agencies. They make good use of these to seek advice and for the referral of child protection cases for immediate action. Senior leaders follow up any cases that they refer to the local authority or police, to ensure that the young person concerned receives the help and support they need from the outside agency. The college-wide safeguarding team uses child

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Safeguarding

protection case studies very well to reflect on their own practice, prepare scenarios for use in staff development activities, and as part of selection exercises when recruiting new staff. As a result, staff awareness of safeguarding is good. The safeguarding governor is very well briefed about cases and thematic concerns in the locality, such as the risks associated with child sexual exploitation, and what leaders are doing to manage the risks.  Staff and learners know how to refer any concerns about young people’s well-being, for example through the well-used ‘confide’ icon that sits on computer screens as part of the internet filtering software. Leaders ensure that staff and students work safely in classrooms and particularly in practical areas.  Leaders and managers ensure that systems are appropriately monitored and filtered to protect learners. The internet filter has been configured to recognise and respond

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Safeguarding

appropriately to words from the local dialect such as those associated with illegal drugs or child sexual exploitation.  Leaders protect learners from the dangers of radicalisation and extremism. Staff and learners are aware of the particular issues as they affect the local context.

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improvement

 The quality of teaching, learning and assessment has improved since the previous inspection but is not yet consistently good in all subjects and provision types.  In a minority of teaching, teachers take insufficient account of learners’ starting points, and the different rates at which they develop skills and understanding. Teachers do not check learning frequently or well enough. Consequently, teachers do not reliably know when learners are not making good enough progress and so do not adapt planned learning activities to enable learners to make sufficient strides in their work.  Teachers frequently use questions to check learners’ knowledge and expand their understanding of a topic but this is not consistently effective in engaging and challenging learners. When teachers do not manage the questioning of individual learners well enough, too often the same students answer, and a minority of students

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become bored. Too few teachers follow up their initial question with more complex questions to stretch learners to demonstrate deeper thinking or consider different perspectives.  Senior managers do not ensure that all teachers and assessors track and monitor the progress of learners and apprentices in a comprehensive or timely fashion, to ensure that they achieve all qualifications included in their programme or framework. Too many subject tutors do not update electronic progress records frequently enough for personal tutors to check progress accurately. Some teachers do not set learners and apprentices clear targets for improvement in attendance or skill development in English and mathematics. Consequently teachers, assessors and managers too often do not take action quickly enough to enable learners to catch up if they have fallen behind or missed lessons  Teachers and support staff promote effectively the development of independent

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learning, which enables learners to progress more quickly, and prepares them well for the next step. Teachers regularly set homework, teach study skills, and make resources available online. Teachers respond well to the specific needs of adult learners and these learners see the examples and the learning contexts as relevant and motivating. Learners with high needs benefit greatly from the support that they receive from learning-support assistants to work more independently and make good progress.  Learners make good use of technology for learning, which extends their research, and expands their ways to learn. Adult learners use mobile phones and social media to collaborate on project work. Most learners regularly use the online learning environment to complete and submit assignments and homework. An increasing number of apprentices use an e-portfolio to submit work, check progress and set targets.  The overwhelming majority of staff are well qualified and skilled in their vocational

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subjects. They use their expertise to inspire learners by being good role models. Many use their knowledge of the sector to introduce new and more relevant topics that interest learners and provide them with the most current skills and qualifications. However, a minority of learners and apprentices make slow progress because of the frequent change or absence of assessors and teachers.  Initial advice, guidance, and assessment of learners’ starting points are effective in ensuring that they are on the right programme and receive appropriate support. Thorough and careful initial assessment of learners with high needs successfully ensures that they receive support well matched to their needs from the start of their studies. However, a minority of apprentices do not understand the framework requirements because they do not receive good enough advice and guidance at the start of their programme.  The majority of teachers and assessors assess learners’ work carefully and rigorously.

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They provide clear and detailed feedback on what learners have done well and how they could improve. Most teachers and assessors correct spelling and grammatical errors, which helps learners improve these aspects of their written English. In the past, managers and assessors have not effectively planned for the development of functional skills. Individual learning and assessment plans are not consistently effective in ensuring that apprentices receive enough regular training and assessment to achieve their functional skills qualifications by their planned end date  Parents, guardians and carers of learners with high needs are closely involved with the initial assessment and creation of support plans for learners. They attend taster sessions to help learners to settle in and they receive regular updates on progress and attendance. Employers are well informed about the progress of apprentices and most

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contribute regularly to the progress reviews in the workplace.  Learners enjoy interesting and relevant activities that extend and deepen their understanding of equality and diversity in tutorials and lessons. Teachers effectively challenge stereotypical ideas and sensitively improve learners’ respect for difference.  A wide variety of good-quality work experience opportunities, additional qualifications valued by employers and work preparation activities help learners to develop the skills they need for employment.  Too few learners make enough progress towards improving their skills in mathematics to achieve the appropriate level of qualification or grade they need. In the majority of mathematics teaching, teachers do not adapt the learning resources to meet the vocational interests of students, nor do they provide a detailed, permanent record of what learners must do to improve. Managers do not ensure that when teachers are

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absent, that learners receive good mathematics teaching, and as result, learners do not make good progress.

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Personal development, behaviour and welfare Good

 Learners and apprentices develop and exhibit behaviours that support their learning. Learners and apprentices take pride in their work at the college and in the workplace. They build confidence and are enthusiastic about their learning. They respond positively to instructions and requests from staff, and the majority of learners meet work deadlines. Learners are punctual and prepared for learning sessions at the college and in the workplace.  Learners and apprentices develop skills that prepare them well for employment. Learners develop an awareness of the importance of punctuality, teamwork, and accountability through their courses and well-planned, high-quality work experience. Over 100 students will undertake international work experience this year. Work experience or work-related activities are designed for learners at all levels and include learners with high needs and those on independent living courses. Staff tailor these

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Personal development, behaviour and welfare Good

experiences to the needs of students. The experiences are progressively more challenging as the learner develops. Teachers reinforce the skills learned on work experience when learners return to the college.  Learners develop good, independent learning skills, which are reinforced and supported in the learning resource centres, the ‘HUB’, where staff provide specific support for the most vulnerable learners, and through tutorial. Learners also develop good personal, social and information technology skills which prepare them well for more independent living and for making a positive contribution to the local community.  Apprentices develop behaviours that are appropriate for work and they develop skills which are beneficial to the employer. A minority of apprentices develop skills through additional qualifications which improve their effectiveness at work.  Many learners develop their resilience and team-working skills in new settings within

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Personal development, behaviour and welfare Good

enrichment opportunities such as educational trips abroad, and to trade or professional events and competitions, enterprise and sporting activities.  Staff develop a good and respectful working atmosphere. Staff tackle the rare uses of derogatory or aggressive language and challenge stereotypes. They communicate clear messages about not tolerating bullying and prejudiced behaviour. Managers record incidents and tackle bullying effectively in the very few occasions when it occurs.  Managers have strengthened the tutorial programme. Teachers deliver more consistent information and monitor learners’ attendance more closely. Tutorials are well planned and attendance is good. Teachers use the resources well to develop learners’ understanding of equality, and positive approaches to diversity and sensitivity to different cultures and subcultures. Managers and teachers reinforce the learning with learners through college-based activities and events. Learners show respect for

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Personal development, behaviour and welfare Good

others’ ideas and views.  Learners and apprentices feel safe and have an appropriate knowledge and understanding of safeguarding. Learners know how to stay safe online. Many of the most vulnerable learners gain invaluable help from the range of professional support that can be accessed through support staff in the ‘HUB’.  Learners’ attendance has improved and is good in the large majority of vocational courses, however attendance is lower in mathematics and English GCSE and functional skills; this limits the progress that learners make on these courses. A minority of learners in mathematics miss assignment deadlines, and a minority of apprentices fail to complete their functional skills.  The majority of learners receive impartial careers guidance and are able to make effective choices about the next stage of their education, employment, or training. However, a small minority of apprentices aged 19 and over, and learners on short

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Personal development, behaviour and welfare Good

Jobcentre Plus courses are not sufficiently clear about the rationale behind or benefits of the course.  In a small minority of classes, teachers do not manage where learners sit, and in these some cases this means that learners are not integrated effectively into the learning and some group work is less effective. In these cases, some learners are isolated, and others are not supported in the skills of collaborative working. These learners make slower progress.

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improvement

 Overall, the proportion of learners aged 16 to 18 who have achieved their qualifications has fallen and is below the national average. This is primarily because of learners’ performance at level 1 and entry level, and particularly their poor performance in functional skills in mathematics and English. Current learners are making slightly better progress, but still too many learners are not on track to pass these qualifications.  The proportion of learners both aged 16 to 18 and 19 or over who achieved a grade A* to C GCSE in mathematics was low in 2015/16. Learners’ current progress is still not strong enough, due to their poor attendance and a lack of continuity in staffing in some cases.  The proportion of adult learners who achieved their functional skills English and mathematics was low in 2015/16 and too many current learners are not on course to achieve their qualifications in functional English and mathematics. Teachers develop

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learners’ English skills well but mathematical skills are underdeveloped.  Too few apprentices achieve their qualifications within the planned timescale. This rate is well below the national rate and the proportion of apprentices that are on track to complete in line with their planned end dates for 2016/17 is still too low. However, apprentices recruited most recently, under the new management arrangements, are making much better progress.  The very large majority of adult learners, at levels 1 to 3, achieve their qualifications and the proportion is improving. Most learners on the access to higher education course achieve their qualification and progress to higher education.  The large majority of learners aged 16 to 18 on study programmes achieve their qualifications at level 2, and most learners achieve their qualifications at level 3. Learners on level 3 programmes are making progress in line with expectations, given

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their starting points. Learners make good progress in animal management, applied science, sport, and travel and tourism; but weaker progress in art and design, agriculture, and health and social care.  The proportion of learners aged 16 to 18 who achieve a grade A* to C in GCSE English is better than the national average; the progress learners make is close to the average for England and better than that for Shropshire. The proportion of adult learners who achieve a grade A* to C in GCSE English is better than the national average and is good.  Learners and apprentices develop good vocational skills. Learners demonstrate good skills in animal care, sport, and travel and tourism. In animal care learners monitor closely the welfare of small animals using appropriate procedures and precise measurement of the consumption of food and water, activity patterns and changes in weight. Learners on land-based courses demonstrate skills in pesticide management

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and the safe use of veterinary medicines.  Managers monitor closely the destinations for learners on 16 to 19 study programmes, and destinations are known for most of these learners.  At level 3, of those learners who leave the college, nearly half go into full-time or part- time employment, a quarter into higher education, and a small minority into apprenticeships. The large majority of learners move into jobs that are linked to the subject area in which they studied or which corresponds to the level of skill developed at college. There are good examples in health and social care and childcare, where learners leave and are employed as childcare workers in nurseries, or as learning support assistants; and in sport, where level 3 students are employed as tennis coaches and fitness instructors; and in level 2 uniformed public services, where students are employed in the services.  A significant minority of learners on programmes at level 1 and 2 stay at the college

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and the vast majority of these learners progress to a course at a higher level.  The majority of vulnerable learners, specifically children looked after and learners with high needs, make good progress and move from one level to a higher level of study. Learners aged 16 to 18 who are residential at the college make good progress and stay on their courses, and the vast majority achieve their qualification.

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 The college provides study programmes for just fewer than 800 learners aged 16 to 18, from entry level to level 3, in most subject areas. The largest areas are animal care, sport, and the arts.  Senior managers ensure that the principles of the Department for Education 16 to 19 study programme are met. All learners required to study English and mathematics qualifications are appropriately enrolled, all learners benefit from valuable work experience and those on vocational courses develop skills that prepare them for employment. For example, learners take responsibility for organising events, managing the behaviour of younger learners, and teaching them to develop sporting skills, while completing the sports leaders award.  In the majority of lessons, teachers do not use the information available to provide teaching that matches the starting points of learners. Learning activities in these lessons do not interest learners, and therefore learners do not make the progress of

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which they are capable. Too often, learners are not encouraged to reflect on their own experiences; as a result they do not understand the relevance of the topic in the context of the lesson and are not motivated to learn. Learners with learning difficulties and disabilities are set tasks that are too complex for them. Lessons move too slowly for the most able learners, and do not sufficiently challenge them, and so learners become bored and lose interest.  A significant minority of teachers do not effectively check learning in lessons. As a result, they are not able to tackle any misconceptions, fill gaps in learning or build on learners’ strengths. In addition, teachers do not mark learners’ work quickly enough and as a result learners lose interest and do not reinforce the learning while it is fresh in their minds. Learners in only a few curriculum areas benefit from access to electronic progress records that are updated regularly, and so many learners have an

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imprecise picture of their progress to date. A small minority of learners on level 1 and 2 courses do not make good progress because of their poor attendance and not completing assignments.  Teachers and managers track learners’ progress thoroughly in most curriculum areas. They have high expectations of how well learners should achieve. However, monitoring processes do not lead to effective interventions where learners’ progress or attendance are of concern. Staff do not systematically address or follow up on learners when they fall behind with their work. As a result, learners’ progress when viewed across all levels and courses is not improving swiftly enough, although progress on Level 3 qualifications in terms of published value-added data is close to the national average.  Learners without GCSE grades at A* to C in either English or mathematics follow GCSE or functional skills courses at the appropriate level. However, learners do not make

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sufficient progress in functional skills or mathematics GCSE. Learners’ attendance at English and mathematics lessons is not good enough, which hinders the progress of non-attendees.  In the minority of lessons, teachers use a range of interesting learning activities to meet individual learners’ needs and link to both the teachers’ and the learners’ broader experience. They effectively assess learning using a range of imaginative strategies that engage learners. As a result, in these lessons, learners make good progress from their starting points and are well equipped for their next steps.  Teachers very effectively support the development of learners’ English skills in all curriculum areas. For example, they encourage learners to keep glossaries of key terminology, write key terms on the board, check spellings of specialist terms, insist on legible writing, prompt learners to speak clearly, and challenge the use of colloquial

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language. In most curriculum areas, learners’ mathematical skills are insufficiently developed.  Work experience processes are robust and highly effective. Learners benefit from a two-week work experience placement, tailored to their individual goals. Many learners also benefit from work experience overseas. For example, learners studying agriculture, motor vehicle, hospitality, engineering, and animal care have worked in Finland, France and Spain. Learners analyse and reflect on the employability skills they have gained from their work experience, and this ensures that they are well prepared for working life.  Learners benefit from high-quality additional qualifications that are relevant to their future aspirations, enhance their learning and increase their future employability. For example, learners in land-based courses complete qualifications in pesticide management and the safe use of veterinary medicines; learners from a broad range of

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curriculum areas complete sports leader qualifications.  The majority of teachers assess learners’ progress regularly and provide learners with clear and constructive feedback so that they know what they have to do to improve their skills, knowledge or understanding. Most learners act on this to make improvements. Most learners benefit from very effective individual support, both in and between learning sessions. As a result, the large majority of learners on vocational courses at all levels achieve their qualifications.  Most teachers effectively promote equality in lessons, and raise awareness of diversity. For example, Level 1 health and social care learners were clearly able to articulate the difference between equality of opportunity and treating everyone the same. However, in a few lessons, teachers do not ensure that learning is inclusive.  High-quality impartial careers guidance helps learners to prepare for their chosen next

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steps, for example through support with university applications, preparation for university applicant days, and support with their future plans. The large majority of learners progress to the planned next stage in their careers, such as a higher level of education, to employment or to an apprenticeship.

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Adult learning programmes Good

 Approximately 530 adults are enrolled on a range of vocational, preparation for employment and pre-entry and entry level courses based on the college’s two main campuses and a small, local community site. The majority of learners are on part-time courses to improve their mathematics and English and employability skills. About 30 learners are on access to higher education courses.  Teachers have high expectations and are aware of the circumstances of learners that could have an impact on their achievement. The location, circumstances and responsibilities of learners are accommodated wherever possible. For example, to enable attendance, the locations and times of lessons in more remote areas are planned around bus and train timetables. Learners benefit from such consideration. They work well and the majority achieve their learning goals. Learners’ attendance is high, and progression to learners’ chosen next steps is good.

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Adult learning programmes Good

 Managers work effectively with local employer networks, the local authority, various charities and community organisations to meet local needs. Local issues are identified in consultation with employers and relevant courses provided to fill labour shortages. Courses have been successfully established to respond to the needs of Syrian refugees. Unemployed adults benefit from short, intensive employability courses to improve their job-seeking skills. The majority of learners gain employment on completion. However, the advice and guidance given are not yet sufficient to convince a minority of these learners of the value of their programme.  The needs of hard-to-reach learners are met wherever possible. English for speakers of other languages (ESOL) programmes, which are designed to assist learners gain employment, are stimulating and beneficial. For example, in one lesson, learners understood the importance of filling in forms correctly for job centres, enrolling with

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Adult learning programmes Good

doctors and colleges and applying for housing support. Through their involvement with ‘Shropshire Recovery’ and their ‘Five Ways to Well-being’ programmes, managers develop courses which enable learners on Job Seekers’ and Employment and Support Allowances to gain more independence and return to the workplace.  Learners are acquiring valuable skills which are enabling them to work independently and to progress to further study and employment. They understand the skills needed to participate in the workplace. The use of live briefs and work experience helps learners to recognise the importance of meeting the needs of clients. For example, floristry learners have to organise all the floral arrangements within budget for a large alumni event. Progress to higher education from the access programme is very good, with many learners gaining places at highly selective universities.  Learners are diligent and self-motivated. They are well prepared and confident when

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Adult learning programmes Good

asking for elaboration or clarification. Learners take pride in their work and want to succeed. However, low attendance in a significant minority of English sessions impacts adversely on the progress of the absentees.  Teachers use technology well in teaching and learning. It provides opportunities for wider and more rapid learning and more opportunities for communication between staff and learners. The expert use of whiteboards by teachers quickens the pace of learning. Learners use mobile technology to aid research, and learners are able to email completed assignments from home. The use of video clips is often supportive, and learners on employability programmes use national websites to develop their understanding for the skills needed in the workplace.  Teachers integrate diversity well into lessons. Learners are required to be aware of different traditions and how, for example, the use of colour in event-planning can be

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Adult learning programmes Good

culturally significant.  Teachers use initial assessment to identify learners’ starting points; they use rigorous monitoring and recording procedures to support effectively learners’ development. Teachers provide useful written feedback to the majority of learners that helps them improve, though in a minority of cases, it is too general and not specific enough to help learners to progress rapidly. The rapid of turnover of staff, particularly in GCSE mathematics reduces continuity for learners, and slows the pace of their learning.

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 The college offers apprenticeships to 373 apprentices mainly based in the areas of Shropshire, and Telford and Wrekin. The majority of apprentices are in health and social care; agriculture; hairdressing and beauty therapy; hospitality and catering – with the remainder in animal care, arts, engineering, and sports and leisure. A small number of apprentices in health and fitness are supported by a subcontractor.  Recently appointed managers have correctly identified the areas that require improvement and are rigorously driving forward the changes. The majority of assessors understand and are aware of their responsibilities, and managers are now effectively managing their performance. Managers are improving the assessment planning arrangements, and trainers and assessors are beginning to use technology well to share information with each other and the apprentices. Most health and social care apprentices and other apprentices who have recently started are making good

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progress.  Despite the recent actions of managers, which have resulted in quality improvements, the proportion of apprentices who successfully complete their programme within planned timescales remains too low and is below the national rate.  Managers have not ensured the effective and consistent delivery of functional skills on apprenticeship programmes. In the majority of apprenticeships, there is a clear plan for the delivery of information technology, mathematics and English. It is designed to suit the individual learner in the workplace and delivered in such a way that it supports timely achievement. In a minority of apprenticeships, assessors do not integrate functional skills into the apprenticeship, which means that apprentices do not achieve their qualifications by the planned end date. Managers and assessors have not effectively tracked and monitored the progress of a minority of apprentices. This has

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resulted in delayed achievement. Assessors concentrate on setting unit targets rather than on outlining the skills that apprentices need to develop in order to achieve the unit. Although managers and assessors plan for regular reviews for the majority of apprentices, this is not the case for a minority.  A small minority of apprentices in motor vehicle and hospitality have not made sufficient progress due to frequent changes in assessors, and at times, assessors’ absence. This has resulted in assessments either not taking place or a lack of consistency in progress reviews and assessment. A minority of apprentices are not clear about the progress they are making and what they need to do to achieve their qualifications.  The information, advice and guidance for adult apprentices are not comprehensive enough, with a minority of apprentices aged 19 or over not clear about the nature of the apprenticeship programme.

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 The majority of assessors plan the learning and assessment well and match the individual needs and prior learning of apprentices. Assessors engage well with apprentices and ensure that they receive good support. They ask probing questions to develop apprentices’ independent thinking and analytical skills. This is particularly strong in health and social care, plumbing, hairdressing and motor vehicle. As a result, apprentices are able to develop good practical skills that benefit them in the workplace. In most reviews, assessors check learners’ knowledge of health and safety and safe working practices. Assessors develop assignment settings that reflect realistic workplace scenarios and prepare apprentices well for future and current job roles. For example, an apprentice studying a unit on autism used the skills they had developed better to understand and assist their own residential students. Apprentices feel safe,

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are supported and enjoy their learning, developing confidence and general well-being. Apprentices ask questions for clarification and to deepen their understanding; this improves the progress they make.  Most assessors work effectively with the employers to develop apprentices’ workplace skills. The majority of assessors have good subject knowledge and technical expertise. In health and social care, trainers deliver short courses in a range of subjects such as diabetes, autism, infection control, and safeguarding. In plumbing, trainers deliver short courses in toolbox management. These additional qualifications make the apprentices more knowledgeable and employable.  Most apprentices have clear goals and have planned their next steps and career goals. A significant minority of apprentices who have completed an intermediate apprenticeship are currently studying on the advanced level with clear career plans for

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the next step.  Assessors develop apprentices’ written English skills well. This is particularly well done in health and social care, and business. Apprentices know what they need to improve and how to progress. However, for some agricultural apprentices this feedback has been weak.  Assessors provide effective off-the-job training, particularly in health and social care, and plumbing. These apprentices are progressing well and understand the progress they are making and what they need to complete to achieve the qualification.  Local employers give positive feedback about the college and feel involved. They receive regular updates of the progress of their apprentices. Employers value the contribution apprentices make to their business.  Assessors train apprentices on how to keep themselves safe from extremism and radicalisation, but too few apprentices could link the knowledge to their local context.

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Provider details

Type of provider General further education college

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Provider details

Approximate number of all learners over the previous full contract year 2,222

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Provider information at the time of the inspection

Main course or learning programme level Level 1 or below Level 2 Level 3 Level 4 or above Total number of learners (excluding apprenticeships) 16–18 19+ 16–18 19+ 16–18 19+ 16–18 19+

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Provider information at the time of the inspection

120 272 185 246 470 13 2 - Number of apprentices by apprenticeship level and age Intermediate Advanced Higher

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Provider information at the time of the inspection

16–18 19+ 16–18 19+ 16–18 19+ 59 148 14 140 - - Number of traineeships 16–19 19+ Total - - - Number of learners aged 14 to -

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Provider information at the time of the inspection

Number of learners for which the provider receives high- needs funding Funding received from: Education and Skills Funding Agency

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Provider information at the time of the inspection

At the time of inspection, the provider contracts with the following main subcontractors: Fit for Training

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Information about this inspection

The inspection team was assisted by the assistant principal, quality and student services, 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 learners 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.

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Inspection team

Martin Ward, lead inspector Her Majesty’s Inspector

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Inspection team

Jackie Shopland-Reed Ofsted Inspector 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 .

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Inspection team

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 .

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Inspection team

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 .

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Inspection team

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.

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Inspection team

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 .

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Inspection team

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

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Inspection team

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

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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