Newham Sixth Form College

Newham Sixth Form College Reinspection monitoring visit report

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Name of lead inspector: Claudia Harrison, His Majesty's Inspector

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Inspection date(s): 23 and 24 October 2024

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Address:

Prince Regent Lane Plaistow London E13 8SG Monitoring visit: Newham Sixth Form College, 23 and 24 October 2024

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Context and focus of visit

This is the first reinspection monitoring visit to Newham Sixth Form College following publication of the inspection report on 25 April 2024 which found the provider to be inadequate overall.

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Context and focus of visit

Newham Sixth Form College (NewVIc) is located in Plaistow in the London Borough of Newham. At the time of the visit, there were approximately 2,200 young people studying at the college. Most learners study level 3 vocational and technical qualifications and A levels in a wide range of subjects. The largest subject areas are business, health and social care, creative arts and media, and science. A large minority of learners study mathematics GCSE and/or English GCSE alongside their level 3 study programmes.

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Context and focus of visit

At the time of the visit, approximately 100 learners had education, health and care (EHC) plans and received high needs funding.

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Context and focus of visit

Since the previous inspection, leaders from Newham College have been working with those at NewVIc, ahead of a merger of the two colleges on 01 November 2024.

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Significant progress

Following the previous inspection, leaders and managers acted swiftly to introduce robust quality assurance and improvement measures. They now have a clear understanding of specific areas that need improvement. For example, curriculum managers produce high-quality departmental self-assessment and improvement plans in partnership with leaders. Senior leaders review improvement plans with suitable frequency, and support curriculum managers to make continuous improvements in their departments. Leaders from NewVIc and Newham College work closely together to ensure that these measures are sustainable in the long term. Governors, leaders and managers have the capacity to continue to make improvements that result in positive changes. Governors, have a sound understanding of the strengths and weaknesses of teaching and learning across the provision. Leaders provide governors with accurate and timely information about the

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Significant progress

quality of education. Governors, leaders and managers consider learners’ views well through learner council representation on the governing body and frequent learner Monitoring visit: Newham Sixth Form College, 23 and 24 October 2024 surveys. Governors and leaders work well together to use this information to plan curriculum development, resources and staff recruitment and training. For example, leaders and managers have enhanced the tutorial programme, greatly improved timetabling of lessons and the administration of examinations and increased resources for pastoral interventions with learners. These learner-centred approaches have contributed to higher retention and achievement rates for learners. Leaders’ timely measures have led to a much better learner experience, particularly for first year learners. Learners speak highly of the efforts that staff make to enhance their experiences beyond the courses they study. Staff organise clubs,

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Significant progress

sports matches and inclusive communal events such as concerts. Learners find it easy to make friends across different year groups. They thrive and develop their talents and interests. Inconsistencies remain between the experiences of first-year and second-year learners. The latter group is still impacted by previous staffing disruption. However, staff support these learners well to help them catch-up.

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Reasonable progress

Managers and teachers set well-considered targets for learners with SEND that are informed by their EHC plans. Managers have developed suitable systems for planning schemes of work, setting targets and monitoring learner progress over time that clearly link to learners’ EHC plans. Managers communicate information about targets, progress and planned learning clearly to teachers, support staff and learners. This means that staff and learners are clear about what they need to do to meet the objectives in their EHC plans. Teachers make good use of information about learners' starting points and targets to plan lessons that are tailored well to individual learners’ needs. Teachers and support workers help learners develop skills and knowledge by planning and teaching a range of relevant learning activities. For example, they teach learners who are aiming to live independently to make healthy diet and lifestyle choices and prepare their own

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Reasonable progress

meals. Learners become more confident and can make decisions about how to complete tasks independently. Leaders and managers have improved the facilities for learners with high needs. For example, they have invested in a sensory garden with vegetable beds to support learners studying horticulture, as well as improved catering facilities and a model independent living flat. Learners have a greater range of opportunities and experiences that help them to develop skills and build greater independence. Managers set timely targets for new learners. However, for learners with SEND who are already at the college, staff have waited too long after the start of term to set Monitoring visit: Newham Sixth Form College, 23 and 24 October 2024 them academic and personal targets. Teachers and learners do not know individual targets quickly enough at the start of the academic year. This reduces the time that these learners have for essential, tailored learning.

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Reasonable progress

Leaders and managers have taken suitable action to increase the proportion of learners who achieve their qualifications. Measures include a greater focus on training teachers, better use of assessments and improved monitoring of learner progress. For example, curriculum managers make effective use of predicted grades against target grades to identify and put in place suitable academic support for learners who are not making expected progress. Additionally, leaders appointed permanent examination administration staff to ensure that learners are entered for qualifications accurately and on time. These actions have contributed to better outcomes for learners. The proportion of learners achieving their qualifications has increased since the previous inspection, particularly in level 3 vocational subjects. While overall pass rates have improved, leaders recognise that too few learners gain A-level grades at A*-C and grades 4-9 in English and mathematics GCSE. Too many

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Reasonable progress

learners still leave without the higher grades they need to access high quality university courses. Leaders and managers have implemented subject based improvement plans to help learners achieve higher grades. Curriculum managers and teachers have a sharp focus on improving A*-B grades at A level and distinctions in level 3 vocational subjects. They are taking suitable steps to raise outcomes, such as improving the quality of assessments and the feedback that teachers give learners. However, it is too soon to see the impact of these measures.

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Reasonable progress

Since the previous inspection, leaders and managers have swiftly and effectively redesigned their staff professional development programme. They have introduced a range of suitable training opportunities that help teaching staff and curriculum managers to improve their practice. Leaders link the training to identified areas for development well. For example, leaders invested in subject specific teacher training from examination boards, linked to their findings from lesson observations and curriculum reviews. This has had a positive impact on teaching and has contributed to improved pass rates at all levels. Teachers value the time and resources that managers invest in them to improve their teaching skills. Leaders have made suitable changes to the day-to-day running of the college that have reduced staff workloads. They have refined academic systems and processes to Monitoring visit: Newham Sixth Form College, 23 and 24 October 2024

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Reasonable progress

reduce the administrative burden and stress for staff. For example, the administration of enrolment, timetabling and examinations has improved considerably since the previous inspection. As a result, the workload for tutors, teachers and curriculum managers has decreased because they deal with fewer administrative errors and learner complaints. Leaders have adjusted staff roles and locations to spread work more evenly between staff. For example, personal tutors are now located in curriculum areas with teachers. Staff in the pastoral and academic teams can easily discuss learner progress with each other and plan teaching and tutorials efficiently. This saves time and reduces staff workload. The large majority of teaching and support staff have a manageable workload. In a few instances, in small departments, teachers are left to manage their own time without sufficient support from managers. This makes it harder for a small number of

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Reasonable progress

teachers to be effective in their jobs. Leaders are aware of these challenges and have the ability to continue to plan for improvement. Monitoring visit: Newham Sixth Form College, 23 and 24 October 2024 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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Reasonable progress

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Reasonable progress

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