Cambridge Regional College

Cambridge Regional College Interim visit report

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Name of lead inspector: Sambit Sen, Her Majesty’s Inspector

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Type of provider: General further education college

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Address:

Science Park Campus Kings Hedges Road Cambridge CB4 2QT Interim visit: Cambridge Regional College, 3 to 4 December 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

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

Cambridge Regional College is a general further education college. Following a merger with Huntingdonshire Regional College in August 2017, it operates from two campuses. The largest is in Kings Hedges, on the northern outskirts of Cambridge; the other is in Huntingdon.

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Information about the provider

The college provides a wide range of vocational and academic qualifications. It currently has 2,800 students on 16 to 18 study programmes, 3,500 adult students and 1,095 apprentices. It works with several subcontractors who offer a range of adult courses. It teaches 500 students with high needs.

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stakeholders and adapts to changed circumstances?

Senior leaders and managers have stated that the welfare and well-being of students and staff has been their priority. Leaders and managers have put a range of measures to make the college COVID-19 secure. They have communicated regularly with students to make them aware of the requirements.

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stakeholders and adapts to changed circumstances?

Leaders and managers aim to deliver two thirds of teaching face-to-face and one third online. Where they have recognised that this model does not work for students they are quick to adapt it.

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stakeholders and adapts to changed circumstances?

Managers have worked with the local authority and other healthcare professionals to help students with complex needs. They have proactively identified the transition arrangements for these students. This has helped teachers to provide the right help Interim visit: Cambridge Regional College, 3 to 4 December 2020 and specialist equipment. The proportion of students with high needs at the college has increased from last year.

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stakeholders and adapts to changed circumstances?

External partners, such as the Combined Regional Authority, told inspectors that they appreciate working with leaders to meet the skills strategy for the local economy. Senior leaders and managers have designed courses that meet some of these skills gaps. For example, new courses to help people into self-employment.

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stakeholders and adapts to changed circumstances?

Managers continue to use established quality systems to monitor and review the quality of teaching. Managers say that they are making better use of online technology to complete these activities. This has helped collaborative working between teachers and managers.

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stakeholders and adapts to changed circumstances?

Managers have continued to provide careers advice and guidance to students and apprentices. During the first national restrictions, leaders put in place online careers appointments. Managers say these were well received and extremely popular with students. Managers recognise the importance of continuing to provide the right guidance during these difficult times.

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the reasonable needs of learners?

During the first national restrictions, leaders worked with teachers to move teaching online. They provided relevant training to help teachers develop their online teaching skills. Managers say that students and staff have received the widespread use of online technology positively. Managers would like to continue to use this tool for other activities such as team meetings, employer activities and staff professional development.

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the reasonable needs of learners?

Leaders have been responsive to the needs of adults that have emerged because of the pandemic. Leaders have invested in a range of short adult courses in collaboration with Job Centre Plus. These courses help adults to retrain, upskill and move into new sectors of employment.

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the reasonable needs of learners?

Managers highlight that teachers have amended courses. Teachers have done this based on the starting points of their students. For example, in business, English and mathematics, teachers cover examination skills first to help students prepare for examinations held early in the academic year. In more practical courses, such as construction, teachers have brought forward practical skills training to minimise the impact of potential future national restrictions.

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the reasonable needs of learners?

Managers emphasise the use of assessments to identify students’ skills and knowledge gaps. Managers are confident that teachers identify students’ knowledge and skills, and adjust their teaching appropriately. They say that students are making good progress as a result. Interim visit: Cambridge Regional College, 3 to 4 December 2020 Managers and teachers identify the challenge in ensuring that all students have access to the technology needed to learn. They have provided much information and technology equipment to students. Students benefit from dedicated spaces on both campuses where they can access their learning online.

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the reasonable needs of learners?

Teachers say that attendance levels are similar to previous years. For most courses, attendance for online learning is at least as high as it is for face-to-face sessions. Webcams in all classrooms record lessons. This allows students to continue in learning if they must self-isolate.

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potential risks, including from online sources?

Students and apprentices know how to stay safe at the college. They understand the need for the COVID-19 restrictions that leaders have put in place and are happy to follow these. Apprentices understand the safety requirements at their employers’ premises. Students and apprentices are clear about teachers’ expectations for their online behaviour.

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potential risks, including from online sources?

Managers and teachers have developed safeguarding and welfare resources that are adapted to the needs of their students and apprentices. They use college internal communication portals to inform and educate students about topics such as healthy relationships, mental health and e-safety. Students say that these resources have supported them during difficult times. Interim visit: Cambridge Regional College, 3 to 4 December 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

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potential risks, including from online sources?

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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