The Blackpool Sixth Form College

Further education and skills inspection report

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Inspection of The Blackpool Sixth Form College

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Overall effectiveness Good

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

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Information about this provider

The Blackpool Sixth Form College is a 16 to 19 academy for young people from the Fylde Coast and Lancashire and is part of the Coastal Collaborative Trust. It provides A levels in over 30 subjects with psychology, mathematics and business studies being the most popular. It also offers nearly 20 applied general qualifications including health and social care, criminology and engineering.

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Information about this provider

At the time of the inspection, the college had nearly 1,900 students following study programmes, of whom 762 were on A-level courses, 673 were on level 3 vocational courses, 464 were following a mixed A-level and vocational programme and 94 were on level 2 courses. There were 26 students with high needs. 26 to 31 March 2025

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

Students have an exceptionally positive attitude towards their studies and college life. They arrive prepared for lessons and eager to learn. They spend their time in lessons productively and complete tasks without distraction. They appreciate the high-quality resources they use, the availability of study spaces and the extra support. Most students attend very regularly and are punctual to their lessons. Students know that if they miss lessons, they will be invited to catch-up lessons so they do not fall behind.

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

Students develop the knowledge, skills and behaviours that they need for what they want to do next. Almost all students go on to positive destinations, including prestigious higher education institutions and apprenticeships. Students with high needs thrive both academically and socially.

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

Students enjoy the numerous opportunities they have to work with employers and community groups. They participate in employability projects and volunteer for local charities. In sports, students participate in the ‘Active Blackpool’ campaign to support residents to make healthy lifestyle choices. Leaders actively encourage students to carry out relevant work experience, and many do so. Students who want to pursue medical careers attend placements in doctors’ surgeries and different hospital settings.

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

Students appreciate the positive and respectful culture at the college. They feel confident to be themselves. Students with high needs quickly develop independence and confidence. They take increased responsibility for their own learning, overcoming what they saw previously as barriers.

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

Students feel safe in college. They appreciate the calm and well-structured environment.

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better?

Leaders have designed curriculums that prepare students effectively for their next stage of education, training or employment. Teachers are clear on what students will be able to know and do at the end of their course. In level 3 health and social care, leaders collaborate with the local hospital trust to ensure that teachers include key topics to prepare students for their work placements.

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better?

Teachers carefully consider the sequencing of curriculums so that students develop their understanding of key concepts securely. On level 2 public services, students first learn how different professionals communicate with each other during a crisis. They return to the same scenario in a later unit to explore more complex topics such as the roles and responsibilities of different professional services.

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better?

Teachers are experts in the subjects they teach. They use their expertise effectively to help students explore topics and ensure they can explain concepts accurately. In 26 to 31 March 2025

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psychology, teachers develop students’ academic skills by modelling how to approach examination questions. Teachers support students with high needs exceptionally well. They provide lesson resources prior to lessons so that students can familiarise themselves with the content. They break down the requirements of assignments into understandable and manageable steps. If students struggle with writing, teachers record students’ verbal responses to assignments.

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Most teachers use questioning effectively to check if students understand what they have been taught. In A-level mathematics, teachers unpick complex ideas with students and guide them towards correct answers if they struggle. Teachers resist correcting answers themselves and encourage peers to offer alternative suggestions.

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Most teachers use assessment effectively and provide students with feedback that helps them to improve their work. For example, teachers provide feedback to students that explains what they did well and what could be even better. However, on a few courses, teachers do not provide feedback that precisely explains how students can improve their work.

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Students achieve well and make sustained progress on vocational courses. Students’ achievement in GCSE English and mathematics is high. However, on a few A-level courses, too many students leave before they complete their studies or do not make the progress of which they are capable. Almost all students who complete their course progress to positive destinations.

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Students participate in an extensive range of very high-quality extracurricular activities that include clubs and societies, trips and visits. Leaders provide an ambitious ‘excellence programme’ for students who wish to progress to competitive universities. Leaders, teachers and progress mentors promote equality, diversity and inclusion effectively. Students participate in an active LGBTQ+ society and attend culture days. They are well informed and active citizens.

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Well-qualified careers advisers provide students with impartial careers advice and guidance. They provide extensive and highly effective support for students completing university applications and ensure that students understand how to apply for apprenticeships and write CVs. Students know the career options open to them.

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Leaders have high expectations for their staff and students. Recently, improvements in quality and oversight procedures have brought a more rigorous approach to improving aspects of quality such as staff development. The teaching, learning and assessment framework ‘shine’ sets out the importance of teachers sharing their expertise, using impactful assessment and encouraging student independence and initiative.

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Leaders consider staff workload and well-being carefully. They have recently introduced various initiatives to support staff. These include a flexible working policy, access to an employer assistance programme and ‘time to talk’ days. However, a few staff report concerns about their workload. 26 to 31 March 2025

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Governors bring a wealth of expertise to their roles from their work in schools and local authorities. They provide high levels of support and challenge to ensure that leaders continue to improve the quality of education and the outcomes for students.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that teachers provide students with a consistently high standard of assessment and feedback so they know how to improve their work.  Increase the number of students who stay on their courses and make the progress of which they are capable. 26 to 31 March 2025

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Provider details

Address Blackpool Old Road Blackpool Lancashire FY3 7LR

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Provider details

Principal, CEO or equivalent Nicola Craven

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Provider details

Date of previous inspection 7 December 2021

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Provider details

Main subcontractors None 26 to 31 March 2025

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Information about this inspection

The inspection team was assisted by the deputy 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

Helen Whelan, lead inspector His Majesty’s Inspector Zoe Ibbotson His Majesty’s Inspector Helen Morgan His Majesty’s Inspector Joanne Stork His Majesty’s Inspector Suzanne Wainwright His Majesty’s Inspector Alex Lang Ofsted Inspector 26 to 31 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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