New College Bradford

New College Bradford Monitoring visit report

p.1

Name of lead inspector: Ian Frear, Her Majesty’s Inspector

p.1

Address: Nelson Street Bradford BD5 0DX Monitoring visit: New College Bradford, 5 and 6 May 2022

p.1

Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of education programmes for young people within the further education and skills sector. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

New College Bradford opened in September 2019 as a free school for students aged 16 to 19. It is part of the New Collaborative Learning Trust that also includes New College Doncaster and New College Pontefract. At the time of the inspection, there were 1,228 students enrolled on a range of A-level and level 3 vocational courses. Around a third of students study A levels only, a third study towards vocational qualifications only, and the remaining third study a combination of A levels and vocational qualifications. Nearly half of the students speak English as an additional language. A very high proportion of students come from communities characterised by low income, low prior attainment and low social mobility.

p.2

Significant progress

Leaders have clear aims to raise the aspirations of young people, widen participation, provide high-quality provision, and increase the number of students progressing to higher education, apprenticeships and employment. Students with low prior attainment, such as those without GCSE grade 4 in mathematics and those who speak English as an additional language, are successfully encouraged and supported to join the college. They benefit from helpful pre-enrolment learning during the summer holiday period to develop their skills in readiness for their course. As a result, a high proportion of students who might not otherwise join a college course do so, giving them the opportunity to be successful and progress to positive destinations, including universities.

p.2

Significant progress

Leaders take decisive action to make improvements in the few subjects that perform less well. They collate and use information from survey results, assessments and lesson visits to identify specific training and development needs for staff in the few instances where teachers do not consistently meet college expectations.

p.2

Significant progress

Leaders collect information about students’ planned and actual destinations to evaluate the effectiveness of the curriculum. They know that a high proportion of students progress successfully to local universities but recognise that students also Monitoring visit: New College Bradford, 5 and 6 May 2022 need careers advice and guidance about other study and employment opportunities available to them. Leaders have recently appointed a dedicated careers adviser with expertise in apprenticeships to further enhance the quality of guidance for students.

p.2

Significant progress

Managers provide teachers with effective training, development and support to enhance their teaching pedagogy. Teachers share good practice across the trust. They readily try new and different methods to enhance the effectiveness of their teaching. Managers visit lessons often and coach staff to be highly effective teachers.

p.3

Significant progress

Governors have relevant knowledge and expertise, which they use well to provide support and to challenge leaders. For example, a board member with experience as college safeguarding lead has a thorough understanding of the local challenges in Bradford and uses this knowledge well to advise leaders on how to enhance further the effectiveness of their safeguarding arrangements.

p.3

Significant progress

Teachers use their expert subject knowledge skilfully to build students’ subject- specific knowledge over time. For example, in A-level biology, the curriculum is sequenced well so students deepen their knowledge of molecules and cellular structures. Students then use this knowledge to develop their understanding of sexual cell reproduction.

p.3

Significant progress

Teachers use assessment well and check that students have a secure understanding before moving on to more complex topics. In A-level mathematics, teachers check that students have mastered the underpinning mathematical knowledge and skills that they need to be successful before enabling them to use these skills to interpret complex, statistical diagrams.

p.3

Significant progress

Teachers ensure that students attend high-quality work placements. Staff in health and social care have established effective working relationships with many local employers so students gain experience in different healthcare settings. In addition, leaders have planned a visit to Thailand, where students will work in a hospital setting so that they can compare different cultural approaches to treatment.

p.3

Significant progress

Staff have high expectations of students. Students are expected to attend well, complete homework and access the helpful support available if they fall behind. Teachers encourage students to achieve high grades by encouraging them to join additional classes, small group tutorial sessions and independent study hubs. Students respond well to these high expectations.

p.3

Significant progress

Leaders ensure that students learn a broad and balanced curriculum. Students enjoy learning about a range of topics related to staying safe and healthy, appropriate Monitoring visit: New College Bradford, 5 and 6 May 2022 relationships including consent, diversity and inclusion in society, and the importance of tolerance and respect.

p.3

Significant progress

Teachers provide students with helpful information, advice and guidance on the subjects that they choose to study at college. They also guide students effectively in order to secure their next steps. Staff provide Year 13 students with good support to prepare university applications and give advice about how to live independently and manage their finances. As a result, a high proportion of students progress to university.

p.4

Significant progress

Staff are well trained in safeguarding, including the designated and deputy designated safeguarding lead. Staff undertake appropriate safeguarding training when they begin working at the college, complete annual update training and undertake regular, topical e-learning modules.

p.4

Significant progress

Students feel safe at college and know how to report any concerns. They receive training during tutorial sessions and can describe in detail the local risks that may be a danger to them, such as lone, self-initiated terrorism, gang culture and knife crime.

p.4

Significant progress

Leaders have employed college counsellors with expertise in dealing with a wide range of issues, such as mental health concerns and emotional well-being. Consequently, students receive effective support with their individual needs.

p.4

Significant progress

Leaders check that teachers, support staff and maintenance teams, including subcontractors, are appropriately vetted before they are allowed on site. Students know that visitors on site should wear a lanyard and that anyone seen without one will be challenged by staff members. Monitoring visit: New College Bradford, 5 and 6 May 2022 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.

p.4

Significant progress

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

Significant progress

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

Significant progress

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

p.5

Significant progress

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

p.5