Chesterfield College

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Education programmes for young people Requires improvement Adult learning programmes Good Apprenticeships Good Provision for learners with high needs Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Chesterfield College is a large further education college with three main sites in Chesterfield and three satellite apprenticeship centres in Derby, Manchester and Nottingham. It offers programmes from entry level through to higher education in all subject areas apart from agriculture, horticulture and animal care. At the time of inspection, the college has almost 2,400 learners aged 16 to 18, 900 adult learners and 1,500 apprentices. Most learners come from the local area. Qualification levels for adults across Derbyshire are lower than the national rate, with fewer people qualified at level 4 and above. 25–28 November 2019

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What is it like to be a learner with this provider?

Learners do not always receive high-quality training. They are not always clear about where they are doing well and where they need to further improve.

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What is it like to be a learner with this provider?

Learners with high needs do not receive personalised training that meets their learning needs. They are not actively encouraged to learn to live independently.

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What is it like to be a learner with this provider?

Learners and apprentices do not always benefit from high-quality impartial advice about different employment sectors at the college.

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What is it like to be a learner with this provider?

The majority of learners and apprentices learn from teachers who use their subject and sector knowledge well to deliver engaging teaching.

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What is it like to be a learner with this provider?

Learners and apprentices behave very well. They respect their peers and staff. They enjoy their learning environment and show positive attitudes.

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What is it like to be a learner with this provider?

Learners and apprentices benefit from training on specialist professional standard resources to develop their understanding. For example, engineering learners and apprentices have access to a diverse range of specialist industry-standard equipment, such as CNC machines and hydraulic machines.

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better?

Leaders have not improved the quality of education for young people rapidly enough. For example, in construction, English, mathematics and A-level provision, achievement rates have declined. Leaders have taken appropriate actions to tackle staff shortages and recruitment issues. It is too early to measure the impact of these on learner experience.

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better?

Teachers provide effective sector-specific support. However, learners do not understand what other career options they could access outside of their subject areas. As a result, they are unable to apply all the information that is available to help make decisions for their next steps.

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better?

Many teachers provide learners and apprentices with accurate and precise feedback to enable them to improve their work. However, this is not consistent across all areas. Learners and apprentices often receive oral feedback from their teachers which they are later unable to remember to help improve their work.

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better?

Teachers do not consistently ensure that learners and apprentices produce work that is of a high standard. For example, too many construction apprentices and computer programming learners do not pass their courses. However, adult learners and a small proportion of young people studying hair and beauty produce high-quality work of a professional standard. 25–28 November 2019

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Teachers do not ensure that learners understand how to improve the standard of their written work. For example, teachers in areas such as construction, art and design and GCSE English do not focus on improving learners’ and apprentices’ writing skills. Learners continue to make the same spelling and grammatical mistakes. As a result, they are not equipped with effective writing skills needed for their current and future employment.

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A majority of learners do not benefit from good-quality and relevant work experience. For example, learners in engineering and art and design do not have access to sector-specific work experience activities. As a result, learners do not develop detailed knowledge of the industries in which they aspire to work.

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Not all learners with high needs benefit from effective support. In a minority of curriculum areas, specialist support and vocational staff do not work closely to provide highly effective support for learners with high needs. As a result, these learners with high needs do not develop the new skills and knowledge necessary to live independently. Managers have recently developed plans to improve this but the impact is not yet evident.

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Learners and apprentices are unaware of the local and regional risks associated with radicalisation and extremism. They are unable to relate them to their personal and professional lives. As a result, they do not know what actions they need to take and how to keep themselves safe outside the college.

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Leaders and managers work very well with local employers to develop relevant courses and meet local skills needs. For example, the area has a shortage of skilled bricklayers and site carpenters. Managers and teachers developed appropriate courses to meet this need.

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The majority of teachers plan learning logically to help learners build on previous learning effectively. Learners articulate what they have learned and how it relates to more complex theories. For example, biology learners begin with topics that relate to the human body. Once they have mastered the basics of human biology, they move on to more complex topics, such as genetic engineering.

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Most teachers in subject areas such as health and social care, engineering and access to higher education use effective teaching strategies. For example, in level 2 engineering, learners improve their research and independent study skills and learn about the dimensions of casing. Once completed, they receive detailed and individualised feedback which helps them to know what they have done well and what they need to improve. This ensures that learners and apprentices learn and remember more.

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The majority of teachers provide patient and effective support for learners and apprentices who struggle. They also provide more challenging work for most-able learners. As a result, most learners and apprentices are engaged in their learning and progress quickly. 25–28 November 2019

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Teachers help apprentices develop their specialist knowledge through additional and relevant qualifications. For example, health and social care apprentices receive additional training in epilepsy care, autism spectrum disorder, suicidal awareness and Prader-Willi syndrome. This enables them to take on extra responsibilities and become effective members of their workplace team.

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Teachers in subject areas such as health and social care and engineering help learners to develop the knowledge they need to make successful progress in their career aims. For example, staff check learning frequently and effectively with health and social care apprentices. However, this is not consistent across all curriculum areas. For example, in construction theory and GCSE English lessons, learners struggle to recall topics they have previously studied.

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Governors provide good support and challenge to the senior leaders of the college. They use accurate performance reports effectively to hold senior leaders and managers to account. As a result, they have a clear understanding of the college’s main strengths and weaknesses.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Learners and apprentices feel safe and are safe. They are fully aware of who to contact at the college should they have any concerns. Leaders have good relationships with relevant external agencies to ensure that learners are supported well.

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Safeguarding

Managers meet mandatory pre-employment checks before staff start. Staff and governors receive appropriate training on all aspects of safeguarding.

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Safeguarding

Safeguarding incidents are dealt with effectively and quickly. These are reported and discussed with senior managers and governors regularly. Leaders and managers promote learners’ health and well-being well through an extensive tutorial programme and ‘Well-being Champions’.

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What does the provider need to do to improve?

 Leaders and managers should ensure that all young learners receive high-quality training which would help them achieve their qualifications and career aspirations.  Leaders and managers should ensure that all learners with high needs receive high-quality training through better coordination of vocational and specialist support staff using appropriate adaptive technologies.  Leaders and managers should work with staff who teach in underperforming areas, such as construction, A levels and art and design, so that they make rapid progress and improve achievement rates. 25–28 November 2019

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 Teachers should provide high-quality developmental feedback to help learners and apprentices improve their written work.  Leaders and managers should ensure that all learners and apprentices receive clear, relevant and impartial careers guidance to help them with their future options.  Leaders and managers should ensure that all learners receive high-quality and relevant work experience to support their next steps.  Leaders and managers need to ensure that all learners understand how to contextualise the dangers of radicalisation and extremism within their daily lives and their workplace environment. 25–28 November 2019

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Provider details

Address Infirmary Road Chesterfield Derbyshire S41 7NG

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Provider details

Date of previous inspection 13–16 February 2018

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Provider details

Main subcontractors None 25–28 November 2019

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Information about this inspection

The inspection team was assisted by the chief operations officer, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including observing learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Sambit Sen, lead inspector Her Majesty’s Inspector Russ Henry Her Majesty’s Inspector Julie Gibson Ofsted Inspector Steve Ingle Ofsted Inspector Rebecca Gater Ofsted Inspector Saskia Niderost Ofsted Inspector Penny Fawcus Her Majesty’s Inspector Allan Shaw Ofsted Inspector Jai Sharda Ofsted Inspector 25–28 November 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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