Halesowen College

Name of lead inspector: Andrea Dill-Russell HMI

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Type of provider: General further education college

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Address:

Whittingham Road Halesowen West Midlands B63 3NA Interim visit: Halesowen College, 10–11 November 2020

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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.

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Context and focus of visit

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

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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.

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Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 lockdown restrictions, we made this visit remotely to reduce pressure on the provider.

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Information about the provider

Halesowen College is a medium-sized general further education college operating from three sites close to the centre of Halesowen. It primarily serves towns in the boroughs of Dudley and Sandwell but also, more widely, west Birmingham. At the time of the visit, there were approximately 6,000 students. The college offers programmes from entry level to level 5. Most students are on full-time courses and are aged 16 to 18. There are 194 students who qualify for high-needs funding. Of the 176 apprentices, there are 29 studying on frameworks and 147 studying on standards-based programmes. The provider does not use subcontractors.

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Information about the provider

Halesowen is in the bottom 20% for socio-economic deprivation nationally. The proportion of local residents with qualifications at level 2 or above is below the regional and national averages. Unemployment rates are above the regional and national averages.

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stakeholders and adapts to changed circumstances?

Prior to the period when colleges were only open to some learners due to COVID-19 restrictions, leaders experienced an early case of COVID-19 within the college. Leaders and staff explained how dealing with this incident had prepared them for taking the actions needed to close campuses and move to remote learning. Interim visit: Halesowen College, 10–11 November 2020 Teachers taught students face to face before March. Leaders reported that the move to remote learning required training and support for staff and students. They provided staff and students with the equipment they would need to work online from home. Staff identified groups of students who may struggle to access their teaching online. They developed resource packs for students on foundation learning programmes and those students who speak English as an additional language.

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stakeholders and adapts to changed circumstances?

Leaders had planned to remain open during this time to allow students with education, health and care (EHC) plans to continue with their studies. Staff completed risk assessments with parents and partners. Working together with parents, staff developed a programme of teaching that students accessed from home.

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stakeholders and adapts to changed circumstances?

Leaders and staff have identified continuing challenges for some subjects and sector areas. They talked about the difficulties in providing remote tutorials for students on courses at levels 2 and 3. Staff are working with employers to overcome barriers to doing work placements. They are working with employers in the health and social care sector to provide opportunities for students to gain an understanding of the care sector. Students have become pen-pals with care-home residents to learn about their interests and needs.

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stakeholders and adapts to changed circumstances?

Staff have provided careers education, information, advice and guidance throughout this time. They have worked with students to complete their university applications through both face-to-face and remote appointments. A virtual parents’ evening took place with a high number of parents attending. The apprenticeship team supported apprentices facing redundancy to ensure they completed their programme.

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the reasonable needs of learners?

On returning to on-site teaching in September, staff planned the curriculum according to subject and student group. Students on vocational programmes such as hairdressing and beauty therapy attend their teaching sessions, which are mostly on site. This is to ensure that they have access to the equipment they need to develop their practical skills and knowledge. Adults on access to higher education programmes continue to gain access to most of their teaching remotely due to their family circumstances.

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the reasonable needs of learners?

Leaders and staff explained how they continued to review the curriculum. For example, leaders changed the programme for students on level 2 travel and tourism due to concerns over their progress. These students are now attending face-to-face teaching and have caught up.

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the reasonable needs of learners?

Teachers have adapted and re-sequenced the curriculum. They have front-loaded practical assessments in science. This has enabled students to learn and practise the skills and knowledge they missed during COVID-19 restrictions. Interim visit: Halesowen College, 10–11 November 2020 Teachers outlined how they were addressing students’ knowledge gaps, including those who were new to the college. They have provided summer schools for A-level students. Teachers set students on digital programmes at level 2 work in games development. Leaders and staff explained students’ concerns about sitting external examinations and are working to support them to prepare for these.

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the reasonable needs of learners?

Staff reviewed students’ attendance during this time. They talked about how they had spotted barriers to achieving successful online learning. For example, they identified students whose home circumstances made remote learning difficult. Staff supported these students to travel to the college to access their learning.

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the reasonable needs of learners?

Leaders reviewed the quality of teaching throughout this time. They adapted their processes to include virtual ‘learning walks’. They stated that the quality of remote teaching rapidly improved through staff sharing resources and ideas. During the visit, inspectors talked to a small number of staff. They said, ‘the move to remote teaching made us take risks and become more innovative in how we teach’.

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potential risks, including from online sources?

Leaders enhanced services to support students during the pandemic. They increased the number of staff within the safeguarding team. Leaders purchased an external online service to provide support for students, in particular to manage out-of-hours incidents as part of their ‘triage’ process. Staff explained how these actions helped them to provide support for the higher number of referrals they received regarding students’ mental health and well-being during this time.

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potential risks, including from online sources?

Staff across the support and curriculum teams worked together to identify and support students who were at risk. They liaised with partners such as the local authority and health and social services to monitor students with child protection plans and those classified as children leaving care. Staff set up well-being initiatives to support students, for example during Ramadan. This virtual group enabled staff to provide advice on staying healthy, in particular for students who live on their own.

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potential risks, including from online sources?

Students explained how they stayed safe when working online, and understood the associated risks, such as when using social media. Interim visit: Halesowen College, 10–11 November 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 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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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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

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