Itchen College

Name of lead inspector: Bob Cowdrey, Her Majesty’s Inspector

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Address:

Middle Road Bitterne Southampton SO19 7TB Monitoring visit: Itchen College, 12 February 2020

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Context and focus of visit

Itchen College was inspected in December 2018. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in addressing the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Itchen College is a medium-sized sixth-form college on the east side of Southampton and is one of three colleges in the city. The college offers academic and vocational courses at entry level and at levels 1, 2 and 3. Most students are aged 16 to 18, although there has been a significant increase in adult provision over the last two years. The large majority of enrolments are at level 3.

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Significant progress

Since the previous inspection, leaders and managers have continued to embed a culture of high expectations for staff and students. Leaders and managers introduced changes to the management of the curriculum that have led to improvements in teaching practice and, consequently, students’ achievement. Heads of faculties plan and deliver a curriculum that meets the needs of their students. For example, in sociology they have introduced a range of different assessment methods to give teachers and students the opportunities to revisit subjects and fill any gaps in their knowledge. College governors support heads of faculties to bring about improvements in the quality of education. For example, governors complete learning visits to classes and share the good practice they observe. Leaders and managers have implemented a well-considered and focused approach to improve the quality of teaching. They use performance management and appraisal

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Significant progress

processes effectively in order to make improvements where required. Since the previous inspection, managers provide support for all staff through learning communities, where they identify good practice, share it and use it to good effect. Teachers have clear targets for improving their teaching skills and managers support them to achieve these, and, as a result, the quality of teaching has improved. Leaders and managers have taken effective action to ensure more students remain on their courses and achieve their qualifications. Leaders and managers make sure that the curriculum meets the needs of students, that they are on the correct courses and that staff effectively monitor their progress. Because of these actions, achievement rates have improved, particularly at level 2, where they are now high. Most A-level students now complete their courses. Achievement rates on a few Monitoring visit: Itchen College, 12 February 2020

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Significant progress

courses remain low. Managers have identified the reasons for this and have introduced actions to bring about improvements. However, it is too early to measure the impact these actions have had.

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Significant progress

Since the previous inspection, teachers have improved their use of students’ starting points to make sure students achieve their full potential. Teachers carefully assess students’ previous knowledge, prior attainment and experience and use this information to plan learning activities that challenge students to extend their knowledge further. As a result, students learn and remember more and gain in confidence, so they can answer complex questions correctly. In the subjects focused on during the visit, which were weaker at the previous inspection, teachers deliver their topics in a clear and logical order. They make sure students develop the knowledge and understanding they need. They check carefully that students understand the key concepts before moving on to the next topic, using interesting activities that enthuse students and help them to remember. For example, in sociology, students clearly articulate a good understanding of the effects

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Significant progress

of economic and political systems that exploit sectors of society and relate this to theorists such as ‘Hall and Jefferson’. Students can discuss and evaluate the relevance of theory in a broad range of sociological contexts. They accurately link key terms such as ‘scapegoats, unemployment and crime’ and the use of stereotypes such as ‘minority ethnic groups in mugging’. Students benefit from teachers who are passionate subject experts and who participate in professional development activities to help them introduce a range of different approaches and activities to their teaching.

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Significant progress

Leaders and managers have worked closely and effectively with teaching staff to improve the quality of feedback to students. Teachers now provide useful and detailed information to students about what they have done well and what they need to do to improve further. Students feel very well supported, they benefit from frequent feedback and have a clear understanding of their progress and their targets for improvement. Students value the classroom resources used in lessons to support discussion, debate and research activities and, because of these, they make good progress. Teachers use questioning techniques well to be sure that students understand the topics. Monitoring visit: Itchen College, 12 February 2020 Leaders and managers make sure that teachers use the recently introduced electronic recording system to monitor and record accurately the progress students are making. Where students are identified as falling behind, managers swiftly provide

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Significant progress

support to get them back on track. Teachers provide a good range of support that helps students to model answers or research available information to help them problem-solve. Teachers use digital quizzes that assess students’ recall and application of knowledge both in lessons and during independent study. For example, on completion of activities such as past exam paper questions, students mark their answers using the marking criteria. They accurately identify areas for development to achieve a higher grade, and then complete a further question, using their newly gained knowledge. Monitoring visit: Itchen College, 12 February 2020 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

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Significant progress

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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Significant progress

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