City of Wolverhampton College

City of Wolverhampton College Interim visit report

p.1

Name of lead inspector: Sharon Dowling, HMI

p.1

Address:

Paget Road Wolverhampton West Midlands WV6 0DU Interim visit: City of Wolverhampton College, 21 to 22 October 2020

p.1

Context and focus of visit

On 17 March 2020, all routine inspections were suspended due to the COVID-19 (coronavirus) pandemic. As part of our phased return to routine inspections, we are carrying out ‘ interim visits ’ to further education and skills providers. Interim visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners and apprentices in this period, including learners with high needs and those with special educational needs and/or disabilities.

p.2

Context and focus of visit

We intend to return to routine inspection in January 2021 but will keep the exact timing under review.

p.2

Context and focus of visit

The focus of these visits is on the themes set out below and the findings are based on discussions with leaders, managers, staff and learners.

p.2

Information about the provider

City of Wolverhampton College is a general further education college, with four campuses in Wolverhampton and surrounding areas. The college offers full-time and part-time courses from entry level through to higher education, including vocational training, A levels and apprenticeships. The provider currently has 2,018 learners aged 16 to 18 enrolled, 2,579 adult enrolments and 798 apprentices; of these, approximately 50% are on standards, with a high proportion of learners in engineering, construction, retail and business administration.

p.2

stakeholders and adapts to changed circumstances?

Leaders explained that the college moved to online learning at the time of the lockdown, providing in-depth training in the use of an online learning platform and ensuring that staff and students had access to equipment to be able to work from home. Strategies were adopted to ensure that teaching continued. These included a three-phase approach to reopening. During phase one, the college opened to learners who have special educational needs and/or disabilities (SEND), and phase two and three followed to support assessment, mainly in construction and hairdressing.

p.2

stakeholders and adapts to changed circumstances?

Leaders made the decision to follow the government guidelines, reopening in September with face-to-face contact. Risk assessments informed strategies to ensure that staff and learners were safe in the college, introducing mandatory mask wearing at all times, temperature checks and hand sanitising. Where possible, learners were placed into zones to minimise movement around the college. Interim visit: City of Wolverhampton College, 21 to 22 October 2020 Curriculum teams were supported to develop the most appropriate teaching models for their learners, with the majority adopting a ‘hybrid’ approach of condensed time in college and required online learning. Learners on entry level and level one courses had more time in college, and some adult courses provided a more flexible approach.

p.2

stakeholders and adapts to changed circumstances?

Managers explained that they had started to develop and implement approaches to ensure that learning would continue in the event of another closure, including changing teaching models to focus on practical work. Detailed plans are being developed to allow learners who have SEND to continue to attend college should this occur.

p.3

stakeholders and adapts to changed circumstances?

Stakeholders described a positive experience of working with the college. This included clear lines of communication, support for learners and planning to get apprentices who were furloughed back on track. The Department for Work and Pensions (DWP) value the partnership with the college and are working with them to develop a Youth Hub to engage with government strategies to support young people affected by COVID-19.

p.3

the reasonable needs of learners?

Managers outlined approaches used to establish learners’ starting points – both those learners progressing within the college and new starters – taking into consideration the wider impact of the lockdown on learners’ development. They revisited and extended initial assessment and introduced early mock examinations. They use a risk-rating process to monitor the progress of individual learners against a range of factors, including progress against targets, attendance and behaviours. They agree methods to support individual learners.

p.3

the reasonable needs of learners?

Teachers continue to develop new teaching strategies. In addition to improving the use of technology to support online learning, they are also introducing new classroom-based approaches. For example, teachers merge theory and practice in construction. They are working closely with learners in vocational areas that have been most affected by COVID-19 restrictions, such as creative industries, to provide reassurance and develop new skills that will mirror changing practices, including online performances.

p.3

the reasonable needs of learners?

Managers and teachers stated that they felt supported throughout, both with their own well-being and in being able to contribute to curriculum planning and adapting their teaching practices to support learners needing to study more flexibly. They described a range of continual professional development that started during lockdown and has continued as staff and learners have returned to more face-to-face teaching and learning. For example, Defining Future Learning promotes good practice for online teaching. Interim visit: City of Wolverhampton College, 21 to 22 October 2020 Teams described new practices that they have adapted and would take forward in the post COVID-19 environment, including hybrid learning and virtual recruitment activities. They also identified opportunities to develop the provision in order to deliver more ‘niche’ qualifications nationally, with a fully online learning model, for example the apprenticeship standard in journalism.

p.3

the reasonable needs of learners?

The delivery of careers advice and guidance takes place both virtually and face to face. Alongside usual recruitment activity, the apprenticeship team is working with employers and the DWP to support apprentices who have lost their jobs due to the pandemic.

p.4

potential risks, including from online sources?

Senior leaders stated that they have kept up to date with safeguarding practice, sharing best practice with local safeguarding boards. They described how mental health issues were escalated, as well as describing the use of in-house counsellors as a first step for learners, and they used a traffic-light system to prioritise learners who identified as being more vulnerable. They discussed how they completed weekly case reviews for each learner, giving examples of how personal tutors had worked closely with learners that they identified as being at potential risk, providing support and re- engaging them in learning.

p.4

potential risks, including from online sources?

They outlined the implementation of the COVID-19 risk assessment, to ensure that staff and learners were able to return safely to learning on site. Learners told inspectors about the range of physical measures that are in place across the college campuses. These include hand-sanitation points around the college and guidance on wearing face coverings, in addition to signage promoting social distancing and handwashing. Learners stated that they felt safe. Interim visit: City of Wolverhampton College, 21 to 22 October 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 training, further education and skills, adult and community learning, and education

p.4

potential risks, including from online sources?

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.

p.5

potential risks, including from online sources?

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 .

p.5

potential risks, including from online sources?

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 .

p.5

potential risks, including from online sources?

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

p.5

potential risks, including from online sources?

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

p.5