Southwark College

Published date 18 January 2012 Inspection Number 376148 Unique reference number: 130417

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Last day of inspection: 09 December 2011

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Type of provider: General Further Education College

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Address:

Southwark College Bermondsey Centre Keeton’s Road Bermondsey London SE16 4EE Telephone number: 0207 815 1516

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Information about the provider

1. Southwark College is a large general further education college in the London borough of Southwark with three main centres in Bermondsey, Waterloo and Camberwell. In 2010/11, the college enrolled 5,397 learners, around one quarter of whom were aged 16 to 18. About one fifth of learners are of White British origin, the others belonging to a range of minority ethnic groups, the largest of these being African, Other White and Caribbean heritage. The college offers provision in all subject areas, with courses in preparation for life and work having the highest number of learners. The majority of learners are enrolled on foundation level courses.

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Information about the provider

2. Southwark is a socially diverse borough and one of the most deprived local authority areas in England and Wales. It has around 250,000 residents, over half of whom are of minority ethnic heritage, and more than 12,000 asylum seekers. One third of the working age population is assessed as having English language or basic skills needs. The proportion of those aged 14 to 19 not in education, employment or training is high.

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Information about the provider

3. School leavers’ attainment in Southwark is at the national average. In 2009/10, 54.9% of those aged 16 achieved five GCSEs at grades A* to C including English and mathematics. Significant increases in employment opportunities have arisen in the borough in the financial, leisure, construction and retail services sectors with developments such as Canary Water, Bankside and Canada Water . Southwark also has international tourist attractions like the Tate Modern and Shakespeare’s Globe, which sit alongside some of the largest regeneration projects in the country including the Elephant and Castle and the Shard.

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Information about the provider

4. The college provides training on behalf of the following:  Southwark Council  Beyond Food  Ultimate Securities  Chase Farm Hospital  St Helier’s Hospital  The Royal Marsden Hospital.

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Information about the provider

5. The following organisations provide training on behalf of the college:  Skills Network  Southwark Council.

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Provision for young learners:

Further education (16 to 18) 41 full-time learners 127 part-time learners

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Provision for young learners:

824 full-time learners 345 part-time learners

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Provision for adult learners:

Further education (19+) 1,025 full-time learners 3,018 part-time learners

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Summary report

Grades: 1 is outstanding; 2 is good; 3 is satisfactory; 4 is inadequate

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Grade

Leadership and management 4 Safeguarding Equality and diversity

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Subject areas Grade

Information communication technology (ICT) 2

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Subject areas Grade

English for speakers of other languages (ESOL) 4

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Overall effectiveness

6. The overall effectiveness of Southwark College is inadequate. The college has experienced a very turbulent period over the past few years. The previous inspection in March 2010 judged the college as satisfactory and information provided by the college indicated an in-year improvement in learners’ retention rates, but in fact learners’ success rates actually decreased that year. The new Principal began work in June 2010 and immediately highlighted the severe problems faced by the college, which included poor and declining learners’ outcomes, falling recruitment and a large financial deficit. She took swift and decisive action, immediately carrying out a review of staffing, and cut around £6 million from the college’s 2010/11 budget. While this was necessary to save the college from insolvency, it presented difficulties for the college to improve provision. Financial restrictions meant it was not possible to make permanent

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Overall effectiveness

staffing appointments and, despite the good work of interim managers, it made the need to improve learners’ outcomes more difficult. In spite of these issues, a small rise in learners’ success rates took place in 2010/11, although the overall performance of learners is low when compared to similar colleges.

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Overall effectiveness

7. The Principal and new chair of governors fully recognise the importance of raising standards and maintaining vocational provision in Southwark. Under these demanding conditions they have done all that is reasonable to expect in the time available. They have negotiated sensitively with local providers, the local authority and other organisations to secure the long-term future of vocational provision in the borough. A number of options are now under discussion, including merging with local further education colleges.

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Overall effectiveness

8. The college’s self-assessment report is realistic, self-critical and honest. Inspectors agree with the college’s judgements that overall effectiveness, outcomes for learners, the quality of provision including teaching and learning, and leadership and management are inadequate. They also concur with the self-assessment judgements of inadequate provision for health and care, English for speakers of other languages (ESOL) and business, administration and law, and the good provision in ICT.

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Overall effectiveness

9. The weak state of the college’s finances, the high levels of staff on short-term, temporary appointments and the unsatisfactory quality of provision in the majority of subject areas, mean that the college does not have the capacity to guarantee that sustained improvements will take place.

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Main findings

 Outcomes for learners have remained very poor for a number of years. Despite a slight increase in the headline success rate in 2010/11, they remain substantially below the national average for learners of all ages. They are comparable to the national figure for learners aged 16 to 18 taking foundation level courses, but poor at intermediate and advanced level, and low for adults, particularly those taking foundation and intermediate courses.  The performance of Train to Gain learners in 2010/11 was good and satisfactory for the small number of apprentices. The college acknowledges the need to improve the literacy and numeracy skills of learners and success rates for these qualifications are low. Staff have failed to rectify the poor performance of many groups of learners.  Learners feel safe and greatly enjoy their time in college. They make a satisfactory positive contribution to the community and staff encourage them to

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Main findings

adopt a healthy lifestyle. Learners develop employability skills satisfactorily, but they have insufficient opportunities to participate in work placements in many subject areas.  Teaching, learning and assessment are inadequate as too much teaching is poorly planned and fails to meet the needs of individual learners. The use of information and learning technology (ILT) to enliven learning is underdeveloped. Too often a lack of punctuality and poor attendance disrupt learning. The quality of assessment of learners’ work is too variable. Most targets set for learners in individual learning plans are too vague.  The college has not yet been able to implement its new lesson observation procedures and staff are unable to evaluate fully the quality of teaching and learning and identify actions for improvement. A significant minority of teachers do not fulfil their full professional role, failing to comply with all college

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Main findings

procedures. The sharing of good teaching among all staff to benefit learners is not systematic.  The satisfactory range of provision meets the needs of learners and employers. The college has introduced new vocational courses recently and many are popular and recruiting well. Arrangements to meet the needs of learners aged 14 to 16 are good. The progression of learners between levels of courses is satisfactory in most areas, but unsatisfactory in others such as catering, ESOL and essential skills.  The college has effective partnerships. Strong strategic links are forged with major employers and the local authority and staff are very closely involved in many of the large regeneration developments in the area.  Links between small and medium businesses are underdeveloped in too many subject areas. Few learners take part in work experience. The college responds well to demands from businesses and social enterprises for training courses.

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Main findings

ESOL staff have not established sufficient links with local community organisations. Participation in enrichment activities is low.  Care, guidance and support are inadequate and, despite changes in arrangements, they have yet to have a sufficiently positive impact in raising learners’ low retention and attendance rates. Staff are highly committed to their learners. They cater satisfactorily for learners’ personal and welfare needs. Additional learning support is generally effective for those learners who receive help.  Leadership and management are inadequate, as acknowledged in the college’s self-assessment report. Despite some improvements over the last year, revised quality assurance procedures have not yet been able to sustain improvements and are not complied with by all staff. Management information data is now more accurate, but it is not used systematically by teachers and managers to monitor and improve learners’ outcomes.

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Main findings

 Governors now have a better overview of the college’s performance, but they have not set sufficiently clear targets for improvement or monitored the progress of the college rigorously. The financial health of the college is poor. Senior managers have developed plans to work more closely or merge with local providers.  Arrangements for safeguarding are satisfactory. The college provides an inclusive and friendly atmosphere for learners. Learners feel that the college provides a safe place where they can work and learn. Safeguarding policies and procedures meet required guidelines. The promotion of equality and diversity is satisfactory.

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What does Southwark College need to do to improve further?

 Secure the future of local provision in the borough of Southwark by continuing to develop and implement the college’s strategic plans to work more closely or merge with local providers.  Increase success rates for learners by: - ensuring individual learning plans contain targets and improvement actions for learners that are challenging, specific, measurable and reviewed thoroughly by all staff. - establishing the reasons behind the poorer performance of many groups of learners and implementing effective actions to close these achievement gaps.  Improve the quality of teaching and learning by ensuring managers and staff work together more effectively to: - develop the professional role of the teacher more fully and ensure all teachers comply with college procedures. - implement the college’s lesson observation system to produce a reliable and robust view of the quality of teaching and learning that leads to relevant

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What does Southwark College need to do to improve further?

improvement actions. - ensure learners attend regularly and punctually.  Continue to improve the accuracy, accessibility and effective use of management information data by all staff.  Increase engagement with small and medium sized businesses to improve the employability skills of learners by building on the very good strategic links established with large employers and other organisations in the borough.

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What learners like:

 help and support from teachers  the clean, friendly and safe environment  having visiting speakers and making theatre and other visits that help learning and make courses more interesting  the well-located college centres  the access to electronic learning resources that enable study away from college  the firm, fair and effective security staff.

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What learners would like to see improved:

 the poor administration and customer services at the start of the year  the many changes in timetables to classrooms and teachers  course and college enrichment activities  teaching which is boring  slow access to the Internet  the lack of variety of healthy eating options.

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What employers like:

 the very good communication between college staff and employers  the college’s positive approach to strategic developments across Southwark  the way the college’s curriculum opens up new pathways to employment to meet needs of residents and employers.

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What employers would like to see improved:

 the variability in quality of teaching and assessment  communication between staff located in different sections of the college.

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Capacity to make and sustain improvement Grade 4

10. The college has an inadequate record of improvements over the last few years, although signs show that recent changes are starting to lead to some improvements. Quality assurance systems have not led to sufficient improvements and do not provide a systematic and reliable overview of the standards of teaching and learning. Not all staff follow college procedures, despite management action to enforce compliance. In subject areas where teachers and managers are following the college’s quality assurance systems, standards are much better. A minority of subject areas do not have the management capacity to bring about improvements, with many of the managers and teachers on short-term contracts. Governors are improving their oversight of the performance of the college. They set and monitor targets for improvement but this is not yet an effective aspect of their work. The college’s weak financial position impedes its ability to sustain improvement.

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Outcomes for learners Grade 4

11. Outcomes for learners have remained very poor for a number of years. The headline success rate increased by 2% in 2010/11, from a very low base, but is substantially below the national average for learners of all ages. In 2010/11, the overall retention rate increased by 4 percentage points to 84%, some 4% below the national figure, and the overall pass rate decreased by 1% to 80% and is 10% below the national average.

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Outcomes for learners Grade 4

12. Success rates for long courses increased in 2010/11 for learners aged 16 to 18 at foundation level. They are comparable to the national average, but poor at intermediate and advanced levels. Retention rates for adults taking foundation courses increased and are satisfactory, but their pass rates fell heavily. Overall, success rates for adults are low, particularly for long courses at foundation and intermediate levels.

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Outcomes for learners Grade 4

13. The performance of learners in the workplace is good. In 2010/11, the timely success rate for the 400 Train to Gain learners was 96%, a very significant improvement on previous years. Success rates for the very low numbers on apprenticeship programmes declined. Work-based learners enjoy and participate well in learning sessions and attend well. Their communication skills are good which they improve through contact with the public during work.

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Outcomes for learners Grade 4

14. In 2010/11, achievements were good for school pupils aged 14 to 16 studying part-time at the college and the success rate was very high for a small full-time group. 15. The self-assessment report highlights the need to continue to improve the attainment of literacy and numeracy qualifications for learners. In 2010/11, the overall success rate for functional skills qualifications was low at 47%, with particularly low pass rates for learners completing long intemediate courses.

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Outcomes for learners Grade 4

16. The progression of learners from one level to another is satisfactory overall. It is good for care programmes, but unsatisfactory in catering, ESOL and essential skills programmes. The collating of information on leavers’ detinations is not systematic.

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Outcomes for learners Grade 4

17. The attendance and punctuality of learners has remained persistently poor for a number of years. In 2010/11, attendance was 79% for the college as a whole.

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Outcomes for learners Grade 4

18. Learners feel safe and the large majority greatly enjoy their experience of college. Student ambassadors provide peer coaching and mentoring within the student community. Healthy living is encouraged through tutorial work and enrichment activities. Staff are keen to develop an entrepreneurial spirit among learners and develop learners’ employability skills well in college, but many learners miss opportunities to work with employers through work placements.

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The quality of provision Grade 4

19. Teaching, learning and assessment are inadequate. Too many teachers do not plan lessons well, giving insufficient attention to the needs of individual learners. They often do not make good use of the outcomes of initial assessments in lessons, failing to support the least able learners or challenge sufficiently the most able. Poor punctuality often disrupts learning and teachers do not challenge this lateness enough. Many of the poorer lessons lack sufficient pace and fail to engage learners. Teachers use a limited range of activities and do not make good use of ILT to enliven learning. Teachers in less effective work-based learning sessions give confusing instructions and manage time poorly. This disadvantages apprentices who are keen to apply themselves to set tasks and use their time efficiently and effectively.

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The quality of provision Grade 4

20. In the better lessons, learners participate well, are engaged in lively discussions of relevance to their vocational industry and develop good practical skills. They work well in teams and develop good independent learning skills. Teachers use a range of appropriate methods, including coaching, to engage and motivate learners. Resources to support teaching are generally satisfactory. Work-based learners benefit from occupationally experienced and knowledgeable staff who use their experience of work to enliven theory sessions.

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The quality of provision Grade 4

21. External consultants have undertaken lesson observations, but the new college procedures for observing teaching and learning have not been implemented. This has impeded staff developing an overall picture of the quality of teaching and learning. The development of the full professional role of the teacher in all subject areas has not taken place and not all staff comply fully with college teaching procedures. Subject teams that share good practice have good quality teaching and learning. The college has prioritised training to improve teaching and learning, but it is too early to see an overall impact.

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The quality of provision Grade 4

22. The self-assessment report rightly identifies the need to improve target setting for learners. Individual learning plans do not provide learners with sufficiently detailed and measurable targets or take adequate account of their different prior learning and experience. Many also lack action plans detailing how targets are to be achieved.

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The quality of provision Grade 4

23. Learning resources are satisfactory. Classrooms are generally well furnished and provide good learning environments. Most teaching rooms have interactive whiteboards or projectors, but few teachers make effective use of these resources. All subject teams use the college’s virtual learning environment. Its potential to support interactive learning is evident in a few subject areas, but in others its use is mainly as a repository for course materials.

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The quality of provision Grade 4

24. Feedback on assignments is inconsistent and staff do not always return learners’ marked work promptly. The majority of teachers provide detailed and constructive comments with clear indications of how learners can improve and achieve better grades, but a significant minority provide only perfunctory feedback. Apprentices are good at identifying activities from their workplaces for assessment.

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The quality of provision Grade 4

25. The range of provision is satisfactory and meets the needs of learners and employers. In response to the decline in recruitment of learners over the last few years, the college has recently introduced vocational courses in nine new subject areas to meet better the needs of local industry. These courses are generally at foundation and intermediate levels. Some are proving popular, especially those located at the Waterloo centre. Not all advanced level courses recruit well.

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The quality of provision Grade 4

26. The college has now established strong links with the local authority with good arrangements to meet the needs of school pupils aged 14 to 16, many of whom have been excluded from school. Staff integrate these pupils well into the college.

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The quality of provision Grade 4

27. Staff have improved employer and sub-contracting agreements, building upon the college’s previous successful experience of Train to Gain provision. Currently the apprenticeship and employer responsive provision is small and covers a narrow range of vocational skills.

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The quality of provision Grade 4

28. Participation by learners in enrichment activities is low. Too few learners are engaged in the narrow range of college-wide activities. Analysis on the impact of participation in enrichment activities on attendance or retention rates is insuffcient. The college has supported the establishment of a more active students’ union. The union’s elected members have plans to put on a range of activities. In a minority of areas, subject-based enrichment activities are too few.

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The quality of provision Grade 4

29. The effectiveness of the college’s partnership work is satisfactory. The college is closely involved in many of the large regeneration projects of major partners in the borough, increasing training and work opportunities for learners. The establishment of productive links with some large employers and other partners has benefited learners directly through the setting-up of training workshops in floristry, fitness, hairdressing and beauty therapy, and construction. Employers are involved fully in planning new provision.

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The quality of provision Grade 4

30. The college’s small work-based learning unit is establishing some good links with employers, but the number of learners progressing to employment and/or apprenticeship training with these companies is low. Most subject teams’ links with small and medium businesses are underdeveloped. ESOL provision has few links with community groups. Too few learners have the opportunity for work experience.

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The quality of provision Grade 4

31. Care guidance and support are inadequate overall. Most staff are highly committed to their learners and the college has an inclusive and supportive atmosphere that is appreciated by learners. In response to the low retention and attendance rates, changes to initial guidance and support processes include new entry requirements, greater accessibility to support services and improved initial assessment procedures. These actions have improved the quality of advice and guidance, but it is too early to judge whether all learners are on the most appropriate level of course.

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The quality of provision Grade 4

32. The college offers appropriate support for learners on personal issues. It offers a counselling service, which is well-used and has links with external agencies for referral of learners when appropriate. Full-time learners have a reasonable entitlement of individual tutorials. Group tutorials generally follow the Every Child Matters themes, but only a few centralised resources are available to support tutors.

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The quality of provision Grade 4

33. Arrangements for providing additional learning support are satisfactory. The number of learners receiving some form of additional learning support has nearly doubled in the last year and retention rates for these learners was marginally better than the college average in 2010/11.

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Leadership and management Grade 4

34. Leadership and management are inadequate, as acknowledged in the self- assessment report. Since joining the college in June 2010, the Principal has worked well with her managers and governors to face the college’s significant challenges. What they have achieved during this time has been hard won and done well, but much of it is recent and not able to demonstrate its worth by ensuring guaranteed sustained progress.

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Leadership and management Grade 4

35. Whatever the future shape and designation of the college, its provision is an important resource for local people. While quality and standards need to improve significantly, the local provision provided by the college meet the education and training needs of the local population. The college’s buildings are maintained well and offer safe places to study for local residents in an area with a high need for education and training opportunities.

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Leadership and management Grade 4

36. Senior managers and key external partners recognise that the college’s future as an independent organisation is seriously in doubt. Its record over several years shows that too many learners fail to achieve as well as they should. Success rates across much of the college fall below, and often well below, national averages compared to colleges working in areas of similar socio- economic disadvantage. The data recording learners’ performance has proved in the past to be less than reliable. The college does not have an accurate assessment of the quality of its teaching and learning to use to improve standards. It is in a very weak financial position. The poor punctuality and low attendance rates of learners are longstanding problems that are still a major hindrance to their learning.

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Leadership and management Grade 4

37. Responding to these immediate problems, while attempting to ensure that current learners are not adversely affected, has been the management’s priority. Options for the future are very clearly spelt out in comprehensive papers to governors who are now well informed about the very difficult position the college is in. The Principal and the new chair of governors are very clear about the college’s position and the plans they have approved to resolve the issues facing them. Since their appointment, they have done all that could be expected of them in the circumstances. Governors are now starting to monitor the college’s performance regularly, but clearer performance measures are required that are monitored more closely.

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Leadership and management Grade 4

38. Significant reductions in the numbers of staff at the college, and a severe reduction in spending at all levels, took place in 2010/11 to alleviate the severe financial deficit. Many of the current teachers and managers are currently on short-term employment contracts and the college has very few permanent managers; in some areas, management capacity is inadequate to meet all the demands. Managers and staff in some areas are not working together effectively to improve learners’ outcomes. 39. In spite of all these difficulties, the college has had some notable successes. These include pockets of good practice where good teaching and high standards are the norm, for example ICT and floristry. An important element of facing the future has been the formation of new partnerships with the local authority and major employers in the borough that have led to a revised and extended vocational curriculum.

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Leadership and management Grade 4

40. Arrangements for safeguarding are satisfactory. Staff place a high priority on ensuring that learners are safe and meeting their welfare needs. Learners feel safe in the college and comment on how well the college’s security staff make them feel welcome, while ensuring that behaviour and access to premises are controlled. However, staff miss opportunities to reinforce safeguarding issues, such as cyber-bullying. The college has appropriate policies and procedures to safeguard young learners and vulnerable adults. Staff and governors have relevant safeguarding training and the college undertakes appropriate checks on staff and volunteers when they are recruited. Arrangements for the management of health and safety are satisfactory.

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Leadership and management Grade 4

41. The promotion of equality and diversity is satisfactory. The college makes a key contribution to social cohesion in the area. It promotes social inclusion well in the college, and the very diverse population of learners feel valued and respected and their ethnic diversity is celebrated. Teachers of work-based learners use opportunities in the classroom to extend equality and diversity discussion and relate this to the learners’ workplace. However, the approach to the promotion of equality and diversity in lessons is inconsistent.

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Leadership and management Grade 4

42. Staff analyse the performance of groups of learners. The college has gaps in achievement for many groups of learners compared to national rates. These largely reflect the college’s overall low performance. Those aged 16 to 18 declaring a learning difficulty and/or disability have lower success rates compared to other learners.

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Leadership and management Grade 4

43. The college’s self-assessment report is comprehensive and paints an accurate picture of the college. Previous inadequacies of the learners’ performance data make any analysis of trends very unreliable. Recent actions by managers have led to much more reliable data, but managers and staff across the college do not use data productively.

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Leadership and management Grade 4

44. Staff engage satisfactorily with the users of college services to support improvements. They regularly collect and analyse learners’ views well. Most learners feel that staff seriously listen to their views and act upon them. Staff have started to collect employers’ views more effectively and to involve them in developing new subject areas. The college collects the views of parents and carers at parents’ evenings. Although some staff are in frequent contact with the families of learners aged under 18, contact with parents is underdeveloped. 45. The weaknesses in teaching and learning, low success rates and the weak financial position of the college mean that the college provides poor value for money.

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Context

46. Full- and part-time courses are available from foundation level to higher education in health and social care, and child development and well-being. The Bermondsey centre is the base for the provision. Of 380 learners, 149 are aged 16 to 18 and 288 are full-time. Nearly 85% of learners are female. Approximately 90% of learners are of minority ethnic heritage, the largest proportion being Black African. Ten learners are aged 14 to 16.

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Key findings

 Outcomes for learners are inadequate. Success rates on all long courses are low and declining. The attendance rates of current learners are low. Learners enjoy their studies and develop satisfactory levels of knowledge and skills which they apply well in the classroom and workplace. Many learners progress to further courses and a few find employment.  Learners are improving their self-confidence. The college does not arrange sufficient additional qualifications for learners and so they miss opportunities to acquire skills which employers often value. Learners have a satisfactory understanding of their rights and responsibilities of working in the sector.  Learners feel safe in the college and know how to keep themselves and each other safe. Many stress the value of the college’s effective security arrangements. Learners demonstrate a mature and responsible attitude and make satisfactory choices about their health and well-being. Learners make a

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Key findings

satisfactory contribution to the community, especially through volunteering.  Teaching and learning are inadequate with too many unsatisfactory lessons. Teachers do not ensure all learners make sufficient progress. Too often, the planning of lessons is not thorough and the range of teaching methods is narrow. Changes to the timetable, re-scheduling of rooms and late arrivals by learners disrupt learning. Teaching resources are generally limited and their use is not always effective.  In the better lessons, learners’ behaviour is good and the use of ILT is satisfactorily. However, systematic observations of lessons to share this good practice do not take place.  Early identification of learners at risk of not succeeding is not fully developed. The use of individual learning plans is not effective. Most do not have specific, measurable targets to help learners achieve. Staff do not monitor learners’

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Key findings

progress regularly. A minority of staff fail to comply with managers’ requests to complete individual learning plans at the start of courses.  Partnerships are generally underdeveloped. A satisfactory range of work- placements supports learning. Opportunities for learners to develop vocational skills are available through enrichment activities, careers events and trips, although these are limited. The range of courses provides clear progression routes through all areas.  Care, guidance and support are inadequate, although arrangements are improving. Staff provide effective personal support, which learners value. Initial guidance fails to provide learners with sufficient information about the costs they will incur on their course, for example, examinations and the Criminal Records Bureau checks that are required for work placements.  Leadership and management are inadequate. Self-assessment judgements are

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Key findings

accurate, although learners or employers are not involved sufficiently in the process. Staff have a good understanding of what is required to improve outcomes for learners, but a lack of compliance in quality improvement procedures as well as numerous changes of subject managers have made it difficult to create the stability to allow improvement actions to take effect.  Curriculum planning is becoming more effective. Staff are well-trained and have good experience of the sector. Managers are becoming increasingly more effective in their use of data and apply this well to monitor retention and success rates. However, this increased focus on improving quality remains at a very early stage, with little measurable impact.  The promotion of equality and diversity is satisfactory. Staff promote social cohesion very effectively. The diverse range of cultures and ethnicity of managers, staff and learners is celebrated and valued. The current managers

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Key findings

are new to their post and have not yet given sufficient attention to improving success for underachieving groups. For example, success rates for learners with disabilities are very low. Safeguarding arrangements are satisfactory.

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What does Southwark College need to do to improve further?

 Increase all success rates, especially those groups at risk of under-performing, by increasing the support given to learners within and outside the classroom, setting individuals specific and challenging targets and monitoring their progress more rigorously.  Raise the standard of teaching and learning through the introduction of rigorous monitoring of the quality of teaching through frequent and targeted lesson observation and through formalising the sharing of good practice.  Improve the consistency of leadership and management and its impact on learners’ outcomes through the implementation of comprehensive quality assurance and improvement procedures and by ensuring compliance with these processes by all staff.  Improve the self-assessment process through the wider inclusion of learners, partners and employers.

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Context

47. Programmes range from foundation to advanced levels. Of the 140 learners, 57 are aged 16 to 18 and 83 are adults. Eleven are female, just over half are of Black African heritage and 14 have a learning disability. Learners study the certificate for IT users at foundation level, the intermediate diploma for IT practitioners, the advanced extended diploma in general IT, the extended diploma in software engineering and the extended diploma in network engineering.

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Key findings

 Outcomes for learners are good. Retention rates are high across all programmes. Success rates are good for the majority of learners and outstanding for a minority. Learners enjoy their learning, attend lessons regularly and make good progress in them. The more able learners are set challenging targets.  Learners develop good practical ICT skills. Foundation level learners are quickly able to use commercial word processing and publishing programmes. They preview documents accurately prior to printing. Advanced level learners produce work of a high standard. They display a good knowledge of networking applications and software programmes and are able to run multiple tasks on the same screen to compare and review applications.  Learners feel safe. Staff control access to ICT classrooms well. Induction covers safeguarding and staff reinforce the topic during tutorials. Learners know who to contact if they have a safeguarding issue and computers’ screensavers

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Key findings

display the college’s safeguarding representatives. The use of ICT equipment is safe and appropriate. Each ICT classrooms has a prominent display of health and safety posters.  Teaching and learning are good. Teachers use resources imaginatively to engage all learners, taking into account different learning styles and abilities. They use individual coaching throughout lessons. Learners use computers and whiteboards to demonstrate their skills and knowledge. Insufficiently good questioning by teachers hinders learners developing their knowledge.  Student ambassadors provide effective peer coaching and mentoring to learners on foundation level courses. Teachers undertake peer observations of lessons regularly and provide support for each other as necessary.  The assessment of learners’ work is good. Learners receive constructive and timely feedback on their work and are praised and encouraged regularly in

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Key findings

lessons. Tutors cover personal development and employability skills well in tutorials and provide advice and guidance to help learners extend their knowledge and skills. Both lessons and tutorials cover health and well-being. Tutors monitor learners’ performance rigorously to ensure the maintenance of high standards.  Staff interview all prospective learners to ensure they are on the right course. To improve retention rates, tutors monitor the progress of learners during the first four weeks and, depending on their progress, transfer learners between courses where appropriate. All learners are set specific and measurable targets to develop further their literacy and numeracy skills during the first term.  The range of ICT courses is adequate. The college does not provide provision specifically for web-based learning, despite the large number of companies locally specialising in this area. The subject area has seen a general reduction in

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Key findings

enrolments.  A high rate of over 75% of advanced learners progress to university. The college does not offer ICT learners planned work experience or placements, although plans are in place to remedy this issue. However, university and industrial visits are undertaken and the college invites external speakers to talk to learners.  Support for learners is good. Tutors track attendance and punctuality and contact the parents or carers of learners not attending regularly. Effective use of electronic individual learning plans improves learners’ progress and attainment. Tutors complete risk-assessments for all learners, which they discuss at weekly meetings. Qualified personnel provide additional learning support if required.  Subject area management is good. Although staff are uncertain about their future, their enthusiasm and motivation in the classroom is high. Strong teamwork ensures staff share information on learners both formally and

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Key findings

informally. Staff set high standards of attainment for learners. Some demanding targets are set and monitored throughout the programme area.  The promotion of equality and diversity is satisfactory. Teachers promote equality and diversity during lessons and tutorials, which they reinforce visually by posters and information leaflets. Learners treat each other with respect and any issues staff deal with immediately and effectively. The proportion of female learners is low, but staff emphasise and encourage the positive role of females in electronic engineering.  Staff engage with learners well to improve the quality of learning. Learners’ representatives attend course review meetings. Learners complete feedback forms during tutorials and on-line surveys. They feel they are listened to seriously and some of their suggestions staff implement. The new subject area manager has a very thorough understanding of the quality of ICT provision and

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Key findings

sets clear action plans for further improvement.  Resources to support learning are good. Staff are well qualified and most have industrial experience. The use of ICT resources in lessons is effective. All software is up-to-date with appropriate filters and anti-virus software. Rooms are well lit and comfortable with suitable furniture. Ancillary equipment, such as magnifying screens and adjustable tables are available for learners with disabilities.

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What does Southwark College need to do to improve further?

 Widen the range of provision and increase recruitment by introducing web- based programmes to meet local employers’ needs.  Further develop the learners’ employability skills by implementing plans for work experience and building better partnerships with local employers.  Increase the participation of female learners by developing partnerships with community groups and local schools.

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Context

48. Courses in English for Speakers of Other Languages (ESOL), ranging from pre- entry to intermediate levels, are available at the Waterloo and Camberwell centres. The large majority of learners study at foundation level. The majority of the 609 learners are adult and study part-time, with approximately 100 learners aged 16 to 18. Some 25 learners aged 14 to 16 study on full-time courses.

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Key findings

 Overall outcomes for learners are inadequate. Adult learners do not make sufficient progress in the development of their language skills and do not always attain accreditation at the most appropriate level of course. Success rates are high and above the national average for the smaller proportion of learners aged 16 to 18.  Learners enjoy their lessons. They work well and supportively together in groups which contain a very wide mix of nationalities, cultures and educational backgrounds. Displays of learners’ work are satisfactory. Attendance rates are steadily increasing and they are now satisfactory. Punctuality, although improving, remains an issue and causes disruption to learning.  Teaching and learning are inadequate. Too much teaching is no better than satisfactory, as acknowledged in the self-assessment report. Lesson planning is insufficiently detailed and teaching generally focuses on group work, not taking

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Key findings

sufficient account of the needs of all learners. The less able do not always receive enough support and those with more ability do not receive sufficient challenge. Learners do not always have the opportunity to consolidate their learning fully.  Teachers are improving learners’ involvement in the better lessons through the use of games, group and pair work. In a minority of lessons, teachers use ILT innovatively to promote learning, but in most lessons learners spend too much time completing worksheets or filling in gaps from images of textbooks projected onto a screen.  The quality of target-setting for learners is too inconsistent to provide a good level of support. Staff generally do not make sufficient reference to individual targets within lessons or to group targets for the adult learners who do not have an individual learning plan. Teachers do not always review the progress of learners towards their targets sufficiently.

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Key findings

 The range of courses is satisfactory. Lessons take place at convenient times in the morning, afternoon and evening. A successful full-time course is available for learners aged 16 to 18 which includes functional skills in maths and ICT along with a vocational element. A recent initiative in conjunction with Jobcentre Plus provides opportunities for new learners to attend the college. Currently staff have few links with community groups and employers to develop further learners’ skills.  The satisfactory range of enrichment activities includes visits to a local theatre, the Houses of Parliament and local museums. Actors from a nearby theatre have visited the college and worked with learners. A very strong link with the Museum of London resulted in staff and learners producing ESOL materials that other learners can use nationally. However, learners do not participate as much as they would like with others at the college in sports and social events.

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Key findings

 Support for learners is satisfactory. Staff are highly committed to their learners, know them well and have a good understanding of the issues which may affect their learning. They provide a very supportive and caring learning environment. Staff have good and productive links to Connexions and to the adults responsible for young learners. However, staff provide insufficient guidance on finance and the enrolment process is too lengthy.  Leadership and management are inadequate. The management of data is poor. Not all staff comply with college procedures or take sufficient ownership of quality improvement measures. Insufficient observations of teaching and learning take place to drive up the standard of teaching and learning.  The self-assessment report is generally accurate. A highly committed and hard- working programme manager has introduced many improvement measures including new accredited courses and assessment processes, improved staff

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Key findings

utilisation and sharing of best practice at weekly staff meetings. Although these are beginning to show positive results, it is too soon to measure their full impact.  The promotion of equality and diversity is satisfactory. An ethos of respect for learners and their backgrounds promotes a very inclusive learning environment.

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What does Southwark College need to do to improve further?

 Raise success rates for adult learners by ensuring their accredited programme is at the relevant level and fully matched to their abilities.  Raise the standards of teaching and learning by ensuring all teachers: - plan and provide lessons that meet the needs of all learners and have sufficient challenge and support. - use a greater variety of teaching and learning resources. - enable learners to have sufficient opportunity to consolidate their learning fully. - set learners individual targets that give sufficient guidance and provide reviews of progress which are more thorough and evaluative.

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What does Southwark College need to do to improve further?

 Improve the management and use of data by ensuring all staff take more ownership of the information held in central systems and comply with all college procedures.

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Context

49. Some 71 learners aged 16 to 18 and 126 adults study programmes from foundation to advanced levels in business, administration, bookkeeping and accounting, and access to higher education in law. Most younger learners and 60% of older learners study full-time. Thirteen learners are on apprenticeships. Ten learners aged 14 to 16 are on a school link course. Approximately two thirds of learners are female and the majority are of minority ethnic heritage.

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Key findings

 Outcomes for learners are inadequate. Most retention and pass rates are consistently low and below the national averages. Learners’ work is broadly satisfactory, but weak literary skills often impede their performance. Learners’ progress is satisfactory on foundation and intermediate level courses in business and administration and the access to higher education in law course, but noticeably slower on advanced level business and accounting programmes.  Learners’ attendance and punctuality are poor and erratic. This affects their progress and the lateness often disrupts lessons. Staff have made clear efforts to resolve this problem and to develop standards and habits in learners that reflect good workplace practice, but this issue remains.  Learners feel safe in the college. Security staff are firm and fair in their approach to maintaining a safe environment. Learners know whom to turn to if they experience problems. They are developing a good awareness of issues to

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Key findings

improve their health and well-being. For example, through discussion about sexually-transmitted diseases and healthy eating.  Overall, teaching and learning are satisfactory, although the quality is too inconsistent. In the best lessons, teachers challenge and prompt learners to think and reason through effective questioning. Teachers have a good awareness of the learning needs of individuals and tailor their approaches accordingly. In less effective lessons, teachers pay less attention to individual needs and their questioning focuses on learners’ recall rather than understanding.  Most teachers develop learners’ literacy skills by focusing on technical vocabulary and providing guidance on sentence structure, grammar and spelling when marking learners’ work. The majority of teachers give constructive feedback when assessing learners’ work, but feedback by a minority is perfunctory.  The range and responsiveness of provision are satisfactory. The sequence of

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Key findings

when teachers provide tuition on units on advanced level business courses does not enable learners to build and develop their knowledge and skills in the most effective way. Learners do not have any choice of optional units.  Enrichment of the curriculum is satisfactory. Learners make presentations to external business people. Work experience for some administration learners takes place within the college, but placements and visits to local businesses are very few. Schemes whereby business people mentor full-time learners are due to start, but staff have made little contact with businesses to improve assignments, learning materials and activities.  Support for learners is satisfactory. Learners find tutorials useful. Individual learning plans contain appropriate targets for learners, but do not identify specific actions the learner should undertake to achieve their targets. The provision of additional learning support is now much improved, after very little

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Key findings

was available in 2010/11. Staff now apply entry requirements for courses more rigorously.  Leadership and management are inadequate. Previously this subject area had insufficient management capacity and little emphasis on actions to improve provision. Recent appointments have led to more rigour and structure in curriculum management, but it is too soon to see the impact.  Promotion of equality and diversity is satisfactory. Occasionally in lessons, it is good. For example, in one lesson, learners considered the features of website design for blind users. Images of female entrepreneurs and minority ethnic business people are on display. Staff reflect a broad ethnic mix. The analysis of the performance of different groups of learners takes place, but action plans do not always link to the problems identified.  Class representatives and learners’ surveys gather learners’ views well and staff consider their concerns appropriately. The self-assessment report is candid, self

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Key findings

critical and broadly accurate. Lesson observations do not take place regularly. Weaker teaching and learning are not readily identified and improvement actions arranged. However, informal peer lesson observations have begun to share good practice.

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What does Southwark College need to do to improve further?

 Raise success rates for most courses by providing better support to learners, particularly by including actions for improvement on individual learning plans so that learners are clear on what they have to do to achieve agreed targets.  Continue to tackle lateness and poor attendance of learners by raising their expectations and providing appropriate guidance, rewards and sanctions.  Develop teaching and learning skills across the teaching team, particularly in the use of questioning to provide more challenge to learners and to meet better individual learning needs.  Improve the standard of learners’ literacy skills by ensuring all teachers provide appropriate feedback and comments in lessons and when assessing written work.  Extend links with local businesses to enrich the curriculum with more visits, visiting speakers, work placements and the provision of learning materials and assignment contexts. Also, ensure that the sequencing of teaching units builds

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Information about the inspection

50. Four of Her Majesty’s Inspectors (HMI) and five additional inspectors carried out the inspection. Due to unavoidable absence the inspection was assisted by the college’s executive for change and improvement and head of quality improvement working as co-nominees. Inspectors took account of the college’s most recent self-assessment report and development plans, the previous inspection report, and data on learners and their achievement over the period since the previous inspection.

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Information about the inspection

51. Inspectors used group and individual interviews, telephone calls and emails. They looked at questionnaires learners and employers had recently completed on behalf of the college. They also observed learning sessions, assessments and progress reviews. Inspectors collected evidence from programmes in each of the subject areas the college offers. Record of Main Findings (RMF)

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Southwark College

Learning types: 14 – 16: Young apprenticeships; Diplomas; 16-18 Learner responsive: FE full- and part-time courses, Foundation learning tier, including Entry to Employment; 19+ responsive: FE full- and part-time courses; Employer responsive: Train to Gain, apprenticeships

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Southwark College

Outcomes for learners 4 3 4 4 2 How well do learners achieve and enjoy their learning? 4 How well do learners attain their learning goals? How well do learners progress? How well do learners improve their economic and social well-being through learning and development? How safe do learners feel? 3 Are learners able to make informed choices about their own health and well being? How well do learners make a positive contribution to the community? 3 Quality of provision 4 n/a 4 4 3 How effectively do teaching, training and assessment support learning and development? How effectively does the provision meet the needs and interests of users? 3 How well partnerships with schools, employers, community groups and others lead to benefits for learners? How effective are the care, guidance and support learners receive in helping them to achieve? Leadership and management 4 n/a 4 4 3 How effectively do leaders and managers raise expectations and promote

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Southwark College

ambition throughout the organisation? How effectively do governors and supervisory bodies provide leadership, direction and challenge? How effectively does the provider promote the safeguarding of learners? 3 How effectively does the provider actively promote equality and diversity, tackle discrimination and narrow the achievement gap? How effectively does the provider engage with users to support and promote improvement? How effectively does self-assessment improve the quality of the provision and outcomes for learners? How efficiently and effectively does the provider use its available resources to secure value for money? *where applicable to the type of provision Grades using the 4 point scale 1: Outstanding; 2: Good; 3: Satisfactory; 4: Inadequate Overall 14-16 16-18 Learner responsive 19+ Learner responsive Employer responsive Approximate number of enrolled learners Full-time learners Part-time learners 1,709

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Southwark College

Overall effectiveness 4 n/a 4 4 3 Capacity to improve 4 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231 or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Southwark College

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Ofsted

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Southwark College

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

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