Sandwell College

Sandwell College

Address: 1 Spon Lane, B70 6AW Unique reference number (URN): 130479

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Contribution to meeting skills needs Strong standard

Since the previous inspection, leaders have substantially increased their focus on partnership working across the region. They have strengthened relationships with existing stakeholders, while actively seeking out new opportunities to increase the college's contribution to meeting the skills needs of the region. Leaders work purposefully with a wide range of employers, civic partners, community groups and education partners across the region to identify and meet skills needs.

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Contribution to meeting skills needs Strong standard

Leaders are highly agile in responding to emerging skills needs. They frequently review and adapt their curriculum offer to ensure it meets the needs of the locality. They have developed a number of very successful sector-based work academies for local employers in direct response to employer demand. Their long-standing partnership with the local NHS trust has resulted in over 200 sustained jobs being secured by learners, alongside highly valuable opportunities for learners to experience work in the healthcare sector.

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Contribution to meeting skills needs Strong standard

Leaders and managers involve a wide range of employers and other organisations in shaping the curriculums they offer. Through this work, learners and apprentices are frequently exposed to industry experiences, preparing them well for progression to higher education or employment on completion of their studies.

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Inclusion Strong standard

The college has significantly invested in its inclusion strategy, which is underpinned by an ethos of ambition and nurturing. Staff accurately identify learners' and apprentices' learning support needs at the start of their course. They systematically review and monitor the support to ensure it rapidly and effectively improves the learner's or apprentice's progress. Staff identify where support can be reduced, empowering learners to become more independent in their learning and preparing them well for their next steps. Staff are trained on topics such as neurodiversity, mental health and childhood trauma.

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Inclusion Strong standard

Specialist staff support learners and apprentices with their attendance, progress and achievement very effectively. Staff work closely with parents and teachers to provide the support that learners need, such as when claiming benefits or bursary payments, with safeguarding matters, understanding healthy relationships or travelling independently.

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Expected standard

Learners with barriers to learning such as poor mental health or experience of trauma, receive effective support from experts. This helps them to persist with their studies when they otherwise may have left their course.

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Expected standard

Staff ensure that settings such as work experience placements are suitable and meet the needs of learners. When relevant, employers receive training from college staff on supporting neurodiverse young people.

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Leadership and governance Expected standard

In the past 12 months, governors and the new senior leadership team have developed a clear new vision and strategy that they have communicated well to staff and to stakeholders. Senior leaders have demonstrated a renewed focus on the development of skills for the benefit of learners, businesses and the community. They have tackled the main areas for improvement identified at the previous inspection.

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Leadership and governance Expected standard

Through meticulous implementation and monitoring of their quality improvement plan, leaders and governors have a good understanding of the main strengths and areas for improvement. They also ensure that subcontracted provision is of a high quality, is safe and meets the needs of learners.

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Leadership and governance Expected standard

Leaders acknowledge the need to improve the progress that learners on level 3 courses make from their starting points. They have implemented a revised system for assessment, target setting and review, which is aligned to their new teaching strategy. Learners’ progress is already showing positive signs of improvement on some courses.

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Leadership and governance Expected standard

Governors have an appropriate breadth of professional experience and knowledge of the local area. They receive suitable training and are provided with informative reports that enable them to provide appropriate support and challenge to the senior team.

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Leadership and governance Expected standard

Leaders provide a rich range of professional development opportunities for staff. These include training to improve pedagogy, to support learners with special educational needs and/or disabilities and to maintain their vocational skills.

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Leadership and governance Expected standard

Senior leaders have an extensive strategy for staff wellbeing and managing workload, which they monitor closely and adapt to meet particular circumstances.

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Curriculum and teaching Expected standard

Learners are typically taught very well-planned and structured curriculums; the content of which reflects the needs of the subject or sector well. Teachers frequently seek the views of employers when developing curriculums. Most curriculums allow time for learners to practise and master what they learn.

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Curriculum and teaching Expected standard

Teachers are well qualified and have relevant industry experience that they use effectively to illustrate and illuminate teaching. They make use of teaching techniques such as demonstrations, questioning and discussion to help learners master new knowledge. Teachers use technical and vocational language frequently and accurately to help learners develop their confidence to use it. They use a variety of assessment techniques to check learners' understanding, giving learners helpful feedback on their work to help them improve and correct any misconceptions or mistakes. Teachers' use of assessment to help learners on level 3 courses, particularly A levels, achieve higher grades is improving.

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Curriculum and teaching Expected standard

Teachers and learning-support staff skilfully support learners who need extra help, both in and out of lessons. Teachers adapt their teaching by breaking topics down into smaller pieces to help learners understand key concepts.

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Curriculum and teaching Expected standard

Tutors carefully teach academic writing early on A-level and level 3 vocational courses. They ask learners to complete presentations, reflections and group tasks through which learners develop skills to articulate their understanding.

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Curriculum and teaching Expected standard

Learners successfully improve their English, mathematical and digital skills. For example, in health and social care, learners develop their mathematical skills through interpretation of clinical observations, handling data and the use of statistics in examination-style questions.

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Participation and development Expected standard

Leaders and staff have high expectations for the attendance of their learners. While most learners meet these expectations, leaders have implemented sensible actions to improve learners' attendance where it is too low.

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Participation and development Expected standard

Because of the guidance that they receive, learners typically know about the career opportunities available to them. Learners on level 3 courses at the Sandwell campus go on

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Needs attention

trips to universities to broaden their horizons beyond local opportunities. Learners at all 3 colleges receive appropriate advice and guidance for their university applications. Learners also take part in high-quality work experience placements or other meaningful activities that expose them to the world of work, such as fashion students working at Birmingham fashion week events.

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Needs attention

Learners are taught a very carefully planned personal development curriculum that includes age-appropriate content on health, wellbeing and relationships, as well as radicalisation and extremism. Tutorials include guest speakers on locally relevant topics, such as knife crime.

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Needs attention

Learners have a wide range of opportunities to take part in activities and events that broaden their interests and keeps them fit. Young learners join sports teams and take part in competitions, community events and leadership programmes. These activities support their wider development needs well.

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Achievement Needs attention

Learners at entry level, level 1 and level 2 achieve their qualifications at a high rate, and most make at least the expected progress from their starting points. They often make better than average progress towards achieving GCSE English qualifications, and around a third achieve at least a grade 4 when they resit their examinations.

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Achievement Needs attention

While learners at level 3, studying A levels or vocational qualifications, typically achieve their qualifications, too many do not make enough progress from their starting points and achieve the grades they should. Too many learners at level 3 do not continue to the second year of two-year courses.

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Achievement Needs attention

Learners produce practical and written work at least at the expected standard. They are prepared well for their next steps, with most at entry level and levels 1 and 2 moving on to the next level of course at the college or into employment.

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Achievement Expected standard

Most adult learners make the expected progress from their starting points and achieve their qualifications. Most move on to positive destinations on completion of their course including employment, further education and higher education. In a few subjects, such as access to higher education, learners’ outcomes have declined slightly. Leaders have taken swift actions to improve this by redesigning the curriculum to reduce the length of the course and the number of subjects they offer.

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Achievement Expected standard

Learners successfully develop new knowledge and relevant skills as well as improving their confidence, communication and teamwork. On courses in English for speakers of other languages, learners develop their language skills well. This enables them to live and participate more independently in their communities.

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Achievement Expected standard

Learners produce work of the expected standard for the level of their course and stage of learning. They apply their knowledge and skills confidently through their written assignments and practical work.

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Curriculum and teaching Expected standard

Leaders have designed a relevant curriculum offer that aligns well to the strategic priorities of the West Midlands Combined Authority and other partners to meet local and regional skills needs. The curriculums support learners, many of whom experience disadvantage, to move into further education and to develop the confidence to apply for entry-level roles in key sectors such as healthcare and transport.

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Curriculum and teaching Expected standard

Teachers are well qualified and experienced in their subjects. They use a wide range of strategies to teach learners effectively. These include videos, step-by-step instructions, online quizzes, practical demonstrations and case studies. They model technical language accurately. For example, mathematics tutors use the interactive whiteboard to display and clearly explain how to work out compound measures such as speed and distance formulas. Teachers correct learners’ errors by carefully checking their answers. This helps learners to avoid repeating the same mistakes. Learners are motivated to do well.

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Curriculum and teaching Expected standard

Teachers routinely provide constructive feedback on learners’ work. Learners value the feedback they receive which mostly helps them to improve their work to a higher standard. Teachers correct learners’ spelling, punctuation and grammar errors and, in English for speakers of other languages, teachers use a helpful marking code which helps learners to correct their own work.

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Curriculum and teaching Expected standard

Teachers are equipped well to support learners with special educational needs and/or disabilities and other challenges to their learning. Leaders provide staff with appropriate training in neurodiversity, which enables them to adjust their curriculums and teaching appropriately.

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Participation and development Expected standard

Adult learners are taught in respectful and purposeful learning environments in which staff care about their welfare. In lessons, learners listen to one another attentively, contribute their ideas and participate with enthusiasm. They enjoy the welcoming atmosphere, their learning and the time they spend at the college. They feel part of the college community and are proud ambassadors for the college.

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Participation and development Expected standard

Staff set high expectations for learners' attendance, conduct and professional behaviours. Learners’ attendance is mostly positive. Staff identify reasons why learners do not attend or when their performance falls below what is required to succeed. They put suitable plans in place to help learners improve and monitor their progress carefully.

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Participation and development Expected standard

Staff provide learners with useful careers guidance. Learners receive help to create CVs, improve their interview skills and search for jobs. They attend careers fairs and are helped to apply for university places.

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Participation and development Expected standard

Staff provide learners with a range of interesting wider development opportunities that help to enrich their lives. Learners listen to talks by guest speakers and participate in competitions and cultural trips. Learners on courses in English for speakers of other languages become volunteers, helping their peers develop their digital and language skills.

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Achievement Expected standard

Most apprentices make substantial progress. Those on practical apprenticeships, such as painting and decorating, carpentry and motor vehicle, gain valuable hands-on skills, including mastering techniques like wallpaper hanging and vehicle body repairs.

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Achievement Expected standard

Apprentices develop valuable professional behaviours. Dental nurse apprentices show empathy with patients and work effectively alongside dentists. Employers value apprentices’ teamwork, communication skills, and growing confidence, and many apprentices become respected team members.

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Achievement Expected standard

Achievement rates have risen over the past 3 years. Apprentices achieve very well in dental nursing, highways maintenance, carpentry and teaching assistant, with many gaining distinctions grades. In a few smaller groups, such as motor vehicle and early years, achievement rates are not yet high enough. Most apprentices gain further responsibility, promotion or higher pay at work.

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Achievement Expected standard

Apprentices’ written and practical work improves over time and is at the expected standard. Apprentices develop appropriate English and mathematics skills to help them progress and prepare for their next steps.

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Curriculum and teaching Expected standard

Since the previous inspection, leaders have improved the apprenticeship provision. Managers from high-performing subjects, such as dental nurse and teaching assistant, share best practice with teams in lower-performing subjects to help them improve.

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Curriculum and teaching Expected standard

Tutors and assessors are subject specialists. They maintain their current industry knowledge through 'back to the floor' activities. Tutors teach effectively, using a broad range of strategies. Apprentices enjoy small-group and one-to-one activities. Tutors use questioning skilfully to check apprentices' understanding, revisiting prior learning and rephrasing complex concepts when apprentices struggle. For example, they simplify dental charting and help apprentices to identify errors in practical vehicle repair tasks. Tutors introduce and reinforce technical vocabulary seamlessly, such as on the teaching assistant apprenticeship when they discuss sensory and emotional transitions in children. This helps apprentices to recall knowledge confidently.

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Curriculum and teaching Expected standard

Leaders assess apprentices’ prior knowledge and abilities accurately. This allows staff to adapt teaching and support to ensure curriculums meet apprentices' needs. Leaders provide targeted support for apprentices facing barriers to learning. Assessment is frequent and includes workplace observations and mock practical tests. Assessors use probing questions and workplace examples to deepen apprentices' understanding.

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Curriculum and teaching Expected standard

Tutors give apprentices thorough feedback that celebrates their strengths and identifies areas for development. Leaders and tutors prepare apprentices well for their final assessments.

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Curriculum and teaching Expected standard

Leaders have strengthened their partnerships with employers. They work closely with employers to ensure that apprenticeships meet business needs and that apprentices develop the right knowledge and skills quickly. However, a few employers do not attend progress reviews often enough.

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Participation and development Expected standard

Apprentices receive effective careers advice and guidance, which enables them to make informed decisions about their post-apprenticeship options. Leaders put on career fairs, and tutors support apprentices to understand their next steps in employment and further study opportunities. However, a few apprentices interested in self-employment are uncertain about how to achieve this goal.

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Participation and development Expected standard

Apprentices study and work in positive environments with effective support from employers, tutors and assessors. They have access to 24-hour mental health and well-being services via the student assistance programme. Apprentices do not experience bullying or harassment, but they are aware of how to report concerns.

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Participation and development Expected standard

Leaders ensure that apprentices have access to dedicated online resources that help increase their knowledge of safety and personal development topics. Through initiatives such as ‘topic of the month’ and ongoing reviews, apprentices' awareness of topics such as knife crime, healthy relationships and extremism improves over time.

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Participation and development Expected standard

Leaders set high expectations for apprentices' behaviour at the start of their training, sharing an apprentice agreement outlining these expectations. Expectations are reinforced through reviews by tutors and employers. Apprentices understand the importance of appropriate workplace behaviours and arrive at college prepared to learn.

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Achievement Expected standard

Learners with high needs achieve their vocational qualifications at the same rate as other learners at the college and make positive progress from their starting points. They also achieve the planned outcomes from their education, health and care plans. After completing their courses or programmes, learners move to positive destinations such as further study, independent living, supported internships and, in some cases, employment.

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Achievement Expected standard

The standard of work that learners produce is appropriate for the level at which they are studying. Staff carefully determine what learners are capable of as they start their course or programme so they can set meaningful objectives to enable learners to demonstrate progress over time.

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Achievement Expected standard

Most learners who complete their foundation studies programmes pass their external qualifications. Leaders have recently introduced specialised teaching and support for students studying English and mathematics at GCSE to help those who find examinations overwhelming.

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Curriculum and teaching Expected standard

Leaders have developed an academic and vocational curriculum offer from entry level to level 3 to meet the needs and interests of learners with high needs. They have developed bespoke pathways tailored to learners' aspirations, careers goals and intended destinations. Collaborating closely with local authorities, leaders have designed specialist programmes to help those who have not recently been in education or training.

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Curriculum and teaching Expected standard

Teachers help learners build on their skills and knowledge as they progress through their course. Staff identify learners' starting points accurately to determine the right course or pathway for them and to identify the support they will need. Teachers individualise programmes well so learners can build on what they already know and can do. Learners master new skills, including English, mathematics and digital skills.

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Curriculum and teaching Expected standard

Teachers use learners' education, health and care plans effectively to develop individual support strategies that help learners gain their qualifications and confidence. They take time to plan learners' support strategies, working closely with support teams. Teachers in foundation studies ensure that learners have bespoke, challenging targets that inform the design of their programme.

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Curriculum and teaching Expected standard

Staff are well qualified and have the expertise to teach and support learners with high needs. Teachers use a wide range of teaching activities and provide learners with helpful feedback.

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Curriculum and teaching Expected standard

Most learners can explain the new skills and knowledge they have learned and how they apply them to their daily lives. However, in a few cases, teachers do not consider learners' individual targets sufficiently when planning classroom activities.

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Participation and development Expected standard

Learners with high needs have access to a well-resourced careers library to help them plan their next steps. All learners meet with specialist careers advisers who offer independent advice and guidance.

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Participation and development Expected standard

Managers and teachers use the outcomes in learners' education, health and care plans to identify individualised targets for learners. These are ambitious and enable learners to prepare for their next steps. Learners make positive progress towards their personal ambitions and develop their confidence and resilience. Learners who have faced challenges in their past become role models and mentors for other learners.

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Participation and development Expected standard

Learners participate in lessons that focus on their wellbeing and feeling safe at college. These are adapted appropriately, and learners receive one-to-one support from a specialised service if required. Learners understand how to live in modern Britain and the importance of respect and tolerance. However, learners in foundation studies do not understand enough about controlling or coercive relationships.

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Participation and development Expected standard

Learners are positive about their time at college. They are polite and courteous and give each other time to express their views. They learn in inclusive environments and are taught by staff who understand their individual needs.

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What it's like to be a learner and/or an apprentice at this provider

Learners study in welcoming, safe and respectful environments across all the campuses. Staff lead by example, celebrating notable cultural and community events with vibrant displays around the colleges. Learners enjoy and respect the diversity around them and are very tolerant of each other. They make friends within and beyond the subjects they are studying.

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What it's like to be a learner and/or an apprentice at this provider

Learners, many of whom come from disadvantaged areas or do not speak English as a first language, receive high levels of support to help them overcome barriers to their learning. The college provides all younger learners who need it with a bus pass to enable them to travel to college without incurring additional cost. Those who need extra financial help for equipment or uniforms receive bursaries to help with the cost. This helps learners to develop a sense of self-worth and confidence that motivates them to attend college, take part in lessons with enthusiasm and achieve their qualifications and personal learning goals. Learners feel safe at all of the 3 colleges, and say that the staff care about their wellbeing. This helps foster a sense of belonging to the college community.

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What it's like to be a learner and/or an apprentice at this provider

Younger learners studying vocational courses learn a wide range of skills that are relevant to the local and regional jobs market. Learners on carpentry courses are taught how to use hand and power tools to fit door frames, mortice locks, skirting and architrave in the college's workshops. They go on to practise and master these skills on site during work- experience placements. Learners take pride in the standard of their work, and a high proportion move on to apprenticeships or jobs in the construction industry.

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What it's like to be a learner and/or an apprentice at this provider

Younger learners studying A levels or vocational qualifications at the Central St Michael's and Cadbury sixth-form college value the supportive adult environment in which they study. They enjoy the trips, visiting speakers and college events that enrich their learning. Learners are ambitious for their futures, and a very high proportion apply to local universities and are offered places. Many are the first in their family to go to university.

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What it's like to be a learner and/or an apprentice at this provider

Adult learners studying English for speakers of other languages make substantial progress in developing their speaking, listening and writing skills. By working on activities such as organising an event in college to celebrate different cultures, they learn to communicate with each other, follow instructions and produce posters for displays. This gives them a sense of belonging to a group and pride when they see their work displayed in the college. They develop their confidence as they build their teamworking skills.

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What it's like to be a learner and/or an apprentice at this provider

Most apprentices are supported very well by their employers. They are able to link what they learn at college with what they are doing at work because college staff work collaboratively with employers to plan training. Apprentices feel part of the college and value the safe and welcoming environment. They successfully develop new skills. For example, dental nurses learn dental charting using models of the mouth, before they do this with the dentist during a consultation.

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What it's like to be a learner and/or an apprentice at this provider

Learners with high needs who are on foundation level courses for employment or independence learn essential new skills for their next steps. Through learning how to go shopping for ingredients and then cooking simple meals, they are able to live more independently. This helps them gain in confidence to carry out other activities when they come to college, such as travelling independently and attending work placements on time.

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What it's like to be a learner and/or an apprentice at this provider

Although a high proportion of younger learners pass their qualifications, go to local universities or gain employment, too many who study at level 3 do not achieve the grades of which they are capable given their starting points. Leaders and teachers are working to remedy this for current learners by improving teachers' use of assessment but, at the time of the inspection, it was too soon to see the full impact of this work.

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Next steps

• Leaders should focus sharply on improving the progress that learners on level 3 courses make from their starting points so that these learners achieve at least the grades of which they are capable. • Leaders should train teachers and subject managers to interpret and use data on learners' progress so that they can identify those learners who are not making at least expected progress. • Leaders should improve further the attendance of younger learners. • Leaders should continue to identify and implement actions to improve the quality of teaching and achievement rates for apprenticeships that have fewer apprentices. • Leaders should make sure that teachers reinforce the understanding that learners with high needs have about controlling and coercive relationships. • Leaders should identify and implement actions to increase the proportion of adult learners on access to higher education course who stay until the end and achieve their qualifications.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the principal, senior leaders, governors, managers, teachers, learners, apprentices, employers and other stakeholders during the inspection.

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About this inspection

Sandwell College is a general further education college with 3 colleges located in Sandwell and Birmingham with several smaller learning campuses. Sandwell College offers a wide range of vocational courses to younger learners, adult learners, apprentices and learners with high needs across almost all sector subject areas from entry level to level 3. Nearly 7,000 learners and apprentices study Sandwell College. Close to Sandwell College and also in the borough is Central St Michael's Sixth Form College. There are about 930 learners at Central St Michaels studying a range of A-level courses and shorter vocational courses at level 3. Several miles south of Sandwell is Cadbury Sixth Form College in Kings Norton. Around 2,100 learners study A-level and vocational courses at level 3 at the Cadbury College.

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About this inspection

At the time of the inspection, there were 7,555 learners aged 16 to 18, 2,136 adult learners, 304 apprentices and 326 learners with high needs. Around three fifths of learners aged 16 to 18 are on level 3 vocational or A-level courses. Most adult learners study English for speakers of other languages. The largest numbers of apprentices are studying to be dental nurses, teaching assistants or engineers. The majority of learners with high needs study foundation level courses in either employability or independence, with the remainder studying academic or vocational courses at levels 1, 2 or 3.

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About this inspection

The college recruits learners from some of the most deprived areas of England. Over three quarters of younger and adult learners live in disadvantaged areas and are from a diverse range of ethnic backgrounds.

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About this inspection

The college works with 2 subcontractors for the provision of football and cricket training as an additional activity for learners.

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About this inspection

Principal and Chief Executive Officer: Lisa Capper MBE

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Team inspectors:

Martin Ward, His Majesty's Inspector Rachel Clark, His Majesty's Inspector Helen Morgan, His Majesty's Inspector Jane Hughes, His Majesty's Inspector Stuart Collett, His Majesty's Inspector Mark Parton, His Majesty's Inspector Richard Kirkham, His Majesty's Inspector Andrea McMahon, His Majesty's Inspector Mark Hillman, His Majesty's Inspector Alison Dennis, His Majesty's Inspector Steve Kelly, His Majesty's Inspector Bev Ramsell, His Majesty's Inspector Claudia Harrison, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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