East Surrey College

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

In 2019, East Surrey College, incorporating Reigate School of Art, merged with John Ruskin College to form the East Surrey College Corporation, known as Orbital South Colleges. The college has two sites. One is in Selsdon, in the London Borough of Croydon, and the other is in Redhill, Surrey. The college provides a range of vocational, further and higher education courses from entry level to level 4, as well as apprenticeships from level 2 to level 6.

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Information about this provider

At the time of the inspection, there were approximately 2,500 students on education programmes for young people. More than two-thirds studied at the Redhill campus, most on a range of levels 1, 2 and 3 vocational courses. A high proportion of learners also studied functional skills or level 2 qualifications in English and/or mathematics. There were approximately 90 students studying a range of T levels at Redhill and nine on a T level in mechanical engineering at the Selsdon campus. There were 751 adult learners studying qualifications such as rail engineering, access to higher education in healthcare and tailored learning courses such as Spanish, calligraphy and jewellery making. Approximately 175 adult learners studied English for speakers of other languages (ESOL) courses from pre-entry to level 1. 24 to 27 March 2025

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There were 590 apprentices in training. Most studied apprenticeships at level 2 or level 3 in the construction or engineering sectors. Smaller numbers studied apprenticeships in business, hairdressing and early years. There were 252 learners with high needs who studied a wide range of vocational and foundation learning courses, including preparation for work programmes. Almost two-thirds of learners with high needs study vocational courses. Staff also teach 79 students aged 14 to 16 who were not in scope for this inspection.

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College leaders work with four subcontractors that provide specialist training in creative arts, employability programmes and supported internships. 24 to 27 March 2025

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

Learners and apprentices enjoy studying at the college. They rightly feel well supported by staff who care about them and treat them with respect. Staff have high expectations of learners and aspire for them to be the best version of themselves. Most learners and apprentices live up to these expectations. They attend most of the time. They are polite and respectful. They are willing and active participants in the college’s culture of positive behaviour.

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

Learners and apprentices develop their skills and confidence well because of the good support and teaching they receive. For example, level 2 carpentry apprentices now confidently use the technical language they have learned about materials and techniques when explaining the progress of jobs to customers. Adult learners on arts courses are rightly proud of their work on high-profile projects for the Royal household such as producing the King’s scroll. Learners on ESOL courses gain the English-speaking skills that help them integrate into the community and flourish.

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

Adult learners value the skills and experience of their teaching staff highly. For example, teachers on counselling and coaching courses provide learners with a wide range of realistic scenarios so they can apply their learning safely through role play. In Italian lessons, teachers carefully and considerately correct pronunciation as learners practise simple questions to use on holiday. Adult learners quickly develop new knowledge and skills that meet their aims well.

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

Learners with high needs enjoy coming to college, where they are well supported by staff. Most achieve as well as or better than their peers. Staff use helpful strategies, tailored instructions and resources that enable learners with high needs to overcome barriers to learning in the classroom. Learners with visual impairments have accessible software installed on tablet computers so they can work confidently and independently. However, in a small number of foundation learning courses, the quality of teaching is inconsistent and sometimes lacks ambition. This contributes to a small number of learners with high needs not making the progress they should.

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

Learners and apprentices have access to a growing range of clubs and societies. For example, they can play table tennis, join e-sports or participate in the ‘Bookopoly’ reading challenge. Most learners, including adult learners and apprentices, are aware of this offer; however, participation is low. Where learners do participate, they value the opportunities highly. For example, female learners at the Selsdon campus particularly welcome the ‘girls only’ gym sessions. Learners enjoy trips such as to art galleries, industry visits and external competitions, which enhance their learning and expand their horizons.

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

Learners and apprentices feel safe. They know how to report concerns at college. They are confident their concerns would be listened to and investigated by staff appropriately. Most learners know how to identify and be vigilant to local risks, including knife crime and county lines. They understand how to keep safe online or when travelling home alone. They follow health and safety protocols such as wearing correct personal protective equipment in workshops. Instances of bullying 24 to 27 March 2025

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behaviour, harassment and discrimination are very infrequent. Where this does occur, learners confidently report that staff deal with this behaviour well.

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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 work highly effectively with employers and key stakeholders across Surrey and its surrounding areas to identify their needs. They use this information to design curriculums that fill skills gaps, meet employers’ needs and reduce barriers to education and employment. For example, they worked with local authorities and partner schools to recognise the growing number of young people leaving school with few qualifications and unable to secure jobs. Leaders expanded their level 1 offer in key areas of local skills gaps in response. This provided supportive pathways for these school leavers to gain the skills they need for employment.

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Contribution to meeting skills needs

Leaders work closely and collaboratively with other colleges in the area that form Surrey FE. They have reduced duplication in their course offer. They introduced joint professional development events that have strengthened the skills of their workforce. They jointly bid for funding to expand the T-level offer. Through these partnerships, they ensure they meet the priorities of the local skills improvement plans for the region well.

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Contribution to meeting skills needs

Leaders use well-established relationships with employers to support the successful design of their curriculums. For example, they work with the Metropolitan Police to make sure that teaching about forensics on the applied sciences course reflects industry expectations. They work with construction employers to design and teach e-learning modules on sustainability topics such as carbon reduction, retrofit and biodiversity. This helps learners and apprentices gain the skills they need to take on current and future roles in the green skills sector.

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Contribution to meeting skills needs

Leaders work closely with the Department for Work and Pensions and recruiting employers to shape sector-based work academies (SWAPs) that aim to fill industry skills gaps. Most adult learners who join SWAPs in construction or education get a job as a result. Leaders have tailored SWAPs to meet the needs of ex-offenders and armed forces veterans very successfully. This helps these learners transition to civilian life and supports their long-term career prospects.

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better?

Since the previous inspection, leaders have focused keenly on improving the behaviour and attitudes of learners and apprentices. They focused particularly on 16- to 18-year-old learners from more challenging backgrounds. Leaders have introduced a range of effective initiatives to strengthen the management of behaviours around both campuses. Leaders and staff use restorative and supportive practices to help develop learners’ positive behaviours. Learners and apprentices 24 to 27 March 2025

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now work and socialise in classrooms and communal spaces that are calm and orderly.

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Staff structure courses well. They carefully order the topics they teach so learners and apprentices build on what they know and can do. For example, learners on the T level in digital production, design and development learn software development and project management skills in their first year. They use this knowledge in their second year to complete app or web development projects. Level 3 maintenance operations engineering technician apprentices working at theme parks learn how to identify common problems when rides break down. They apply this knowledge to quickly narrow down faults, implement repairs and get rides back in service with minimal downtime.

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Staff use their subject and teaching expertise well to plan interesting activities that learners find stimulating. For example, teachers of level 3 creative practice work with employers to plan projects such as designing signage for a local art gallery. Teachers explain things clearly. They break down complex concepts into easily understood parts so learners can understand better. They use questioning, group discussions and electronic quizzes effectively to check what learners know and can remember. Most teachers use recall and recap exercises well to consolidate learning.

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Staff take part in helpful professional development to improve their subject knowledge and teaching practice. For example, staff undertook training on strong lesson starts, which has helped them structure lessons more effectively. They learned about gamification and introduced innovative new activities such as escape rooms, which helped with learner engagement. Staff who are new to teaching or new to the college take part in the ‘Passport to Success’ scheme, which helps them settle into their roles confidently.

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Staff provide written and verbal feedback on work that identifies where learners and apprentices have achieved assessment criteria and celebrates what they have done well. While most staff provide feedback that helps learners and apprentices understand how to improve the standard of their future work, this is inconsistent. Too often, feedback is generic and not clear on what learners or apprentices must do to improve their work or achieve higher grades. Some learners and apprentices repeat simple errors and do not know how to improve.

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Most learners and apprentices develop substantial new knowledge and skills through their courses. For example, level 6 chartered surveyor apprentices learn to take complex measurements, make financial estimations and manage projects. They are quickly able to handle new contracts and add value to the business they work for. Learners with high needs on level 1 painting and decorating can hang wallpaper skilfully and confidently prepare and paint walls. Learners and apprentices are proud of their new knowledge and skills that they need for their next steps.

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Most learners and apprentices, including those with high needs and special educational needs and/or disabilities, complete their course and pass their final assessments. Many achieve merit or distinction grades in their vocational courses. 24 to 27 March 2025

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However, the proportion of learners getting at least a grade 4 in English and/or mathematics is too low. In GCSE English, this proportion has fallen since the previous year.

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Most learners and apprentices receive useful careers advice and guidance from staff about their potential next steps. They attend workshops and careers fairs, listen to guest speakers from industry and get tailored support through careers service drop- in sessions. Leaders make sure that the vast majority of 16- to 18-year-old learners take part in meaningful work-related activity or work experience. This helps them to understand the world of work and prepare for their futures. Most move on to positive destinations such as employment or further training when they finish their course.

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Leaders have carefully considered the personal development programme for 16- to 18-year-old learners. They use a well-planned tutorial curriculum to prioritise topics that prepare learners for adulthood and to help them become more responsible and respectful citizens. Learners rightly find this curriculum relevant and useful. They welcome the opportunity to learn about topics such as building resilience, healthy relationships and equality, diversity and inclusion. They value the support for their next steps provided through tutorials.

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Leaders and governors know the strengths and weaknesses of the college well. Governors provide appropriate challenge to leaders where they identify areas for improvement. For example, governors identified that applicants needed better support to declare additional learning needs at enrolment. In response, leaders improved the process, which has helped staff to provide the support learners need quickly.

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Leaders rightly recognise that the proportion of 16- to 18-year-old learners who stay to the end and pass their programme at level 1 at both campuses is too low. Leaders have trained staff and introduced progress coaches as part of a ‘love level 1’ strategy to tackle the barriers to participation for learners at this level. Although learners’ attendance is improving, it is too early to assess the full impact.

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Leaders maintain a strong and effective oversight of the quality of education taught by subcontractors. They choose the subcontractors they work with carefully. Subcontractors, including Surrey Choices and Rewards Training, teach employability programmes and supported internships that feed into or provide progression routes from the college’s preparation for life and work courses. Learners in subcontracted provision attend and achieve very well.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the teaching on the foundation learning programmes so all learners with 24 to 27 March 2025

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high needs make the progress they are capable of.  Provide learners and apprentices with feedback that helps them know what they need to do to improve.  Increase the proportion of 16- to 18-year-old learners on level 1 courses who stay until the end and achieve their qualifications.  Increase the proportion of adult and 16- to 18-year-old learners who achieve at least a grade 4 in GCSE English and/or mathematics. 24 to 27 March 2025

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Provider details

Address Gatton Point London Road Redhill Surrey RH1 2JX

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Provider details

Principal, CEO or equivalent Lindsay Pamphilon

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Provider details

Provider type General further education college

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Provider details

Date of previous inspection 6 to 9 December 2022

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Provider details

Main subcontractors ACM Guildford limited Rewards Training Recruitment Consultancy Limited Surrey Choices Limited Runway Apprenticeships Limited 24 to 27 March 2025

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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

Viki Faulkner, lead inspector His Majesty’s Inspector Jo-Ann Henderson His Majesty’s Inspector Kay Hedges Ofsted Inspector Peter Cox His Majesty’s Inspector Martin Hughes Ofsted Inspector Shehnaz Awan Ofsted Inspector Maggie Fobister Ofsted Inspector Emma Leavey His Majesty’s Inspector Karen Squire Ofsted Inspector Alison Gray Ofsted Inspector Carolyn Brownsea His Majesty’s Inspector Baz Wren Ofsted Inspector Roland White His Majesty’s Inspector Mark Hillman His Majesty’s Inspector 24 to 27 March 2025

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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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