Peter Symonds College

Further education and skills inspection report

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Education programmes for young people Outstanding Adult learning programmes Outstanding Provision for learners with high needs Outstanding Overall effectiveness at previous inspection Outstanding

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Information about this provider

Peter Symonds College is a sixth-form college in Winchester, Hampshire, with two campuses in the city. The smaller campus is dedicated solely to adult education, while the larger campus houses the college’s education programmes for young people and programmes for learners with high needs. Approximately 4,800 students are enrolled on full-time education programmes for young people, most of whom study A-level courses, with the largest being mathematics and biology. The college also offers vocational programmes and level 2 courses. Around 250 students study English and mathematics in preparation for level 3 qualifications. Around 30 students receive high needs funding. These students study on general education programmes for young people, and the majority study A-level courses. A further 27 students study on a T-level course in education and childcare.

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Information about this provider

The adult curriculum includes qualifications for those looking to change career. They offer courses in areas such as early years, counselling and access to higher education. In response to local demand, the college also provides English for speakers of other languages (ESOL) courses for Ukrainian speakers, along with a variety of leisure courses, including short workshops and language classes.

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Information about this provider

The college does not work with any subcontractors. 22 to 25 October 2024

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What is it like to be a learner with this provider?

Students and adult learners feel safe and very well supported by staff, who prioritise their well-being and personal development. Leaders are committed to creating a positive, high-achieving culture. Students also appreciate the diverse range of high- quality enrichment opportunities, including career-related events, music ensembles and sporting activities. These foster social connections, support students to become independent, and lead to personal growth.

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What is it like to be a learner with this provider?

Students enjoy learning in an environment where they are encouraged to excel. Teachers teach a well-structured curriculum. They have high expectations, and support students to make excellent academic progress. Students develop their confidence, resilience and character significantly. This equips them with the skills they need for success in higher education or employment.

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What is it like to be a learner with this provider?

Students enjoy being part of a deeply inclusive environment that celebrates and respects diversity. Students from all backgrounds participate actively in cultural awareness events and belong to various heritage societies, such as the Afro- Caribbean and South Asian groups. These initiatives help create a welcoming atmosphere. Many students take on leadership roles within these societies, contributing to the sense of community.

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What is it like to be a learner with this provider?

Leaders make sure that students gain valuable insights into their future careers by maintaining strong partnerships with employers, universities and community groups. These collaborations provide students with real-world experiences, such as talks from industry experts, which deepen their understanding of industry and enhance their employability skills. Students benefit greatly from these partnerships, gaining insights that prepare them exceptionally well for their next steps. Additionally, staff provide high-quality, tailored careers guidance that aligns closely with students’ ambitions and interests, allowing them to make informed choices about future pathways.

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What is it like to be a learner with this provider?

Students with high needs benefit from exceptionally well-coordinated support. Teachers respect students’ privacy and discreetly adapt activities to ensure they make excellent progress. This personalised approach fosters trust and confidence. Students with high needs achieve excellent outcomes on par with those of their peers. Almost all proceed to positive next steps in further or higher education or employment.

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What is it like to be a learner with this provider?

Adult learners appreciate that staff organise sessions so they can easily access courses. For example, staff run sessions that learners can access online from home, or in the evenings. Learners recognise the high-quality teaching they receive from staff, which supports their individual progress. This helps them achieve their personal development goals or achieve qualifications that align with the skills employers need. 22 to 25 October 2024

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Contribution to meeting skills needs

The college makes a strong contribution to meeting skills needs.

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Contribution to meeting skills needs

Leaders have established highly effective partnerships with key stakeholders. These ensure that the curriculum aligns with local, regional and national skills demands. By setting up a dedicated advisory group, leaders collaborate closely with universities, employers and employer representative bodies to gather essential insights that directly shape a responsive and high-quality curriculum. This strategic collaboration enables the college to provide students with up-to-date knowledge and in-demand skills, preparing them exceptionally well for their futures.

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Contribution to meeting skills needs

Leaders are committed to addressing the specific priorities outlined in the local skills improvement plans for both the Enterprise M3 and Solent areas. These include the key growth sectors of the creative industries, construction, engineering, and health and care. With over two-fifths of students aiming to pursue these fields at university, leaders ensure that the curriculum not only provides robust subject knowledge, but also focuses on cultivating essential transferable skills such as teamwork, communication and resilience. Through comprehensive engagement with teachers and attending expert talks and site visits, students develop the skills and confidence needed to take meaningful steps towards their future careers.

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Contribution to meeting skills needs

Subject leads and teachers work closely with specialist partners to create relevant and engaging teaching and training. In the T-level programme for education and childcare, staff develop effective partnerships with the University of Winchester and Woodhams Day Nursery. These partnerships result in innovative curriculum enhancements and practices such as forest school techniques. Staff ensure that students on A-level courses gain direct career insights into the areas they study.

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better?

Since the previous inspection, leaders have continued to establish a high-performing culture that drives exceptional outcomes for all students and adult learners. Leaders oversee expertly designed training and effective support systems. This ensures that students are exceptionally well-prepared to complete their qualifications, with a very high proportion achieving the highest grades and progressing on to their desired next steps, including university placements, apprenticeships and employment. Teachers and support staff foster a learning environment where all students, including those with SEND and high needs, thrive academically and make substantial progress from their starting points. Adult learners also excel by building on their academic skills, such as research and referencing. A high proportion earn valuable qualifications that advance their career progression.

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better?

Leaders implement rigorous quality assurance and improvement processes. These lead to continuous development in teaching across the curriculum. Leaders and managers frequently meet with staff to review student performance, the quality of teaching, and curriculum effectiveness. This helps to identify and swiftly address 22 to 25 October 2024

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areas for improvement. This results in timely interventions and curriculum enhancements. For example, leaders adjusted the sequencing in certain subjects after mid-year assessments showed knowledge gaps. They added review and revision sessions that significantly improved outcomes. This systematic approach drives high standards and accountability, ensuring that the college continually improves in line with its ambition to be exceptional.

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Teachers plan very well-sequenced curriculums that build skills and knowledge over time. This approach ensures that students first gain foundational concepts, which teachers then reinforce and expand on as students make progress. Teachers structure lessons skilfully, enabling students to deepen their understanding and retain knowledge effectively, which supports them to make exceptional progress in their studies. For example, in A-level Mathematics, teachers begin with essential GCSE skills like algebra and factorisation, carefully revisiting these foundations to ensure students are confident and well-prepared before introducing more complex topics.

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Teachers use highly effective teaching strategies that help students understand what they are being taught. For example, teachers frequently revisit key topics to reinforce learning. This approach helps students remember what they have been taught and become more fluent in using their knowledge. In A-level Economics, teachers engage students with interactive activities, such as a trading card game, to deepen their understanding of concepts such as price and market equilibrium, making the topics more memorable.

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Teachers use frequent and highly effective assessment, both at the start and throughout the duration of courses, to identify and close gaps in students’ understanding. They assess what students know and can do at the beginning of their courses, so they can plan appropriate support and teaching strategies. Teachers use highly effective assessment activities throughout the course, such as through practice essays and in-class tests for adult learners on access programmes. This regular monitoring enables teachers to adjust their teaching to provide targeted support swiftly. For example, students attend scheduled workshops where they receive tailored assistance to address learning gaps, significantly boosting their confidence and academic achievement.

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Managers and teachers very successfully set high standards of behaviour and attitudes. Students demonstrate consistently positive attitudes towards their studies. For example, in history, students develop the behaviours they need to succeed. They work well independently, completing extensive and demanding homework tasks that prepare them very well for their final assessments. Students have high rates of attendance and most are punctual to their lessons.

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Teachers support students highly effectively to develop the knowledge, skills and behaviours they need for success beyond college. They plan highly inspiring and interactive lessons that encourage students to explore challenging concepts and develop the resilience and confidence needed to succeed in their studies. For 22 to 25 October 2024

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example, in A-level Law, teachers facilitate mock trials and court simulations, helping students develop their analytical thinking and public-speaking skills.

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Leaders and staff work effectively with employers and universities to provide valuable, subject-specific enrichment experiences and trips, including work placements and industry-focused projects. For example, teachers in the business department organise an enterprise day, where students present business ideas to entrepreneurs and company owners. These industry professionals give students valuable feedback, supporting students to develop a strong understanding of professional expectations in business.

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Teachers of adult learning programmes teach well-designed, aspirational curriculums. These include opportunities for career advancement, such as diplomas in early years and special educational needs and/or disabilities (SEND) leadership, as well as ESOL and leisure courses that develop a broad range of skills. For example, the college offers a variety of language courses, such as French, Italian, and German, where adult learners broaden their language abilities.

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Staff provide students with high-quality mentoring from industry experts, former students and university representatives. For example, staff arrange role-play scenarios led by industry professionals and former students now working in industry. This highly effective approach not only fosters students’ ambitions but also gives them invaluable insights to help them apply what they learn to the real world.

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The governing board includes members with a broad range of valuable expertise. Governors draw on this when they make decisions. They maintain high aspirations for staff and students. They provide effective oversight of quality assurance processes. This leads to high-quality, inclusive curriculums. Governors also work closely with leaders to ensure that staff have access to ongoing professional development, which promotes continuous improvement in teaching and student outcomes. This commitment to high standards ensures that students receive an outstanding quality of education.

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Safeguarding

The arrangements for safeguarding are effective. 22 to 25 October 2024

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Provider details

Address Owens Road Winchester Hampshire SO22 6RX

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Provider details

Principal, CEO or equivalent Sara Russell

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Provider details

Date of previous inspection 14 to 17 January 2020

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Provider details

Main subcontractors None 22 to 25 October 2024

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Information about this inspection

The inspection team was assisted by the vice principal, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Paul James, lead inspector His Majesty’s Inspector Sarah Alexander His Majesty’s Inspector Dan Beale Ofsted Inspector Nikki Sendell Ofsted Inspector Joyce Deere Ofsted Inspector Matt Hann His Majesty’s Inspector Steve Battersby His Majesty’s Inspector 22 to 25 October 2024

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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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