Prior Pursglove and Stockton Sixth Form College

Further education and skills inspection report

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Short inspection of Prior Pursglove and Stockton Sixth Form College

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Inspection dates: 10 and 11 December 2024

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Outcome

Prior Pursglove and Stockton Sixth Form College continues to be a good provider.

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Information about this provider

Prior Pursglove College and Stockton Sixth Form College is a medium-sized 16 to 19 academy and is part of the Tees Valley Collaborative Trust.

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Information about this provider

At the time of the inspection, there were 1,928 students on education programmes for young people, 73 on adult learning provision and 165 students with high needs. The college offers a wide range of A-level subjects and a smaller range of vocational subjects at levels 1, 2 and 3. The college delivers provision across two sites in the boroughs of Redcar and Cleveland and Stockton-on-Tees.

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

Students are provided with a wide range of opportunities that act as a stepping stone into their chosen career. Courses are available in a variety of subjects that tackle significant skills gaps regionally and nationally. Many students progress onto study in higher education in subjects such as adult nursing, midwifery and, in a few cases, into teaching careers. In A-level mathematics, many students progress into higher education and apprenticeships in subjects such as engineering and astro physics.

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

Students gain valuable skills that prepare them well for life in modern Britain. Staff provide a comprehensive tutorial programme to develop students’ awareness of pertinent topics such as the risks posed from radicalisation and extremist behaviours; substance and alcohol misuse; and sexual health and relationships. Students appreciate the relevance of these topics and value the mature way in which they are taught.

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

Students benefit from a range of work experience and work-related learning. Students who have high needs design items to make and sell at the Christmas market. They work together to design, make and quality assure their products. Students develop their skills in working with others, while developing fine and gross motor skills in creating decorations for the Christmas tree. 10 and 11 December 2024

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Students feel safe in and around the college sites and when travelling to and from college. They receive training on how to stay safe. Teachers provide them with strategies such as travelling in groups and avoiding areas of known unrest. Students know who to go to if they have any concerns and are confident that staff deal with these promptly and effectively.

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better?

Teachers carefully plan their curriculums to enable students to develop, reinforce and consolidate their knowledge over time. In A-level biology, teachers carefully sequence the curriculum. They first teach about biological concepts, including molecules, to ensure that students understand the makeup of the cell. They then teach how cells react with each other so that students can apply this when analysing the human body and how it functions.

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better?

Teachers use effective teaching strategies to help students learn and remember more. They plan for students to become more independent and self-mark their answers so that they develop a good understanding of assessment criteria. This enables students quickly to identify what they have done well and make improvements to their work. Teachers prepare students very well for examinations. They use practice questions frequently in lessons and analyse the answers as group activities.

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better?

Teachers use education, health and care plan targets for students with high needs very well to plan learning. They are very clear on the strategies they need to use in lessons to support students to participate, regulate their behaviour or manage their condition. These include frequent breaks, short tasks in classrooms, working with peers and using distractions such as building with plastic bricks in lessons to maintain focus.

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better?

Most students remain on their courses and achieve well. Where leaders identify areas for development such as improving student retention in a few A-level subjects and further increasing the proportion of students who achieve A* to B grades, they implement effective actions. In the most recent academic year, retention of students and the proportion of A* to B grades that students achieve has increased. In A-level biology, staff have improved the proportion of students achieving A* to B grades from one third to two thirds.

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better?

Teachers do not ensure that the results of students’ initial assessments or prior attainment in English and mathematics are used precisely enough to plan functional skills teaching. Staff group students based on their main subjects and not functional skill level or ability. In a few instances, students who have prior knowledge complete tasks that are too easy. For a few level 2 functional skills students, this impedes the progress they make.

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better?

Staff provide students with a range of useful careers information, advice and guidance. They provide a wide range of events and activities to broaden students’ 10 and 11 December 2024

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understanding of career opportunities. This includes career and employer fairs, visits from the armed forces and apprenticeship events. Staff organise a range of useful external guest speakers from various stakeholders and plan trips to universities to look at courses, facilities and accommodation. Students benefit from the support that staff give in preparing them for their next steps, and a high proportion progress to positive destinations, including university and level 4 and 5 apprenticeships.

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Leaders and managers know the strengths and areas for development at the college. They have in place clear systems to understand the quality of their provision. This includes a comprehensive self-assessment process and thorough evaluations of the quality of teaching and learning, including lesson observations, reviews of learners’ work and gathering students’ views. Leaders and managers use the information they gather to take targeted, effective actions to improve the quality of education.

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Teaching staff are well qualified and experienced in their roles. They have relevant industry experience which they use to develop students’ understanding of the topics they study. Staff continue to improve their teaching skills through the newly implemented training and development plan. This includes college-wide training alongside a bespoke model of coaching for individual staff. However, this has not yet been consistently applied across all subjects.

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Governors are very committed to their roles. They have an in-depth knowledge and understanding of the two colleges, their demographics and locality. They work very closely with senior leaders and managers, ensuring there is appropriate oversight and challenge. Governors understand their responsibilities well. They ensure that the college meets its statutory duties with respect to the education provided, such as safeguarding.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Use information about students’ prior knowledge and skills in English and mathematics to plan learning so that students on skills for development programme make good progress in these subjects.  Ensure that all staff benefit from ongoing training and development to develop their teaching skills. 10 and 11 December 2024

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Provider details

Address Church Walk Guisborough TS14 6BU

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Provider details

Principal, CEO or equivalent Nichole Munro

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Provider details

Date of previous inspection 26 to 29 March 2019

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Provider details

Main subcontractors None 10 and 11 December 2024

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Information about this inspection

The inspection was the first short inspection carried out since Prior Pursglove and Stockton Sixth Form College was judged to be good in March 2019.

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Information about this inspection

The inspection team was assisted by the head of centre, 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

Sarah Seaman, lead inspector His Majesty’s Inspector Joanne Stork His Majesty’s Inspector Sarah Lonsdale His Majesty’s Inspector 10 and 11 December 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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