Bolton College

Bolton College

Address: Deane Road, Bolton, Lancashire, BL3 5BG Unique reference number (URN): 130495

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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 Expected standard

Leaders work strategically with a range of employers and other stakeholders to understand local and regional skill gaps. Through their work with the NHS, Bolton Council and Greater Manchester Colleges, they respond to employers’ needs in key sectors such as health, construction, engineering and digital.

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Contribution to meeting skills needs Expected standard

Leaders involve several key stakeholders in designing curriculums. They work closely with the NHS on the T level in health and the operating theatre support worker apprenticeship. They collaborate with Bolton Council to provide English for speakers of other languages courses for adults in the community. Leaders have developed a supported internship programme for students with high needs with a global technology company. However, employer and stakeholder involvement in designing and delivering the curriculum is not consistent across all curriculum areas.

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Contribution to meeting skills needs Expected standard

Leaders have invested in high-quality resources to help students and apprentices develop the skills they need for their future careers. Health and social care students and apprentices use a 3D visualisation tool to study human anatomy and an industry standard hospital ward. Students and apprentices in construction use simulation suites and specialist workshops.

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Inclusion Expected standard

Leaders have created an inclusive culture to meet the needs of students and apprentices. Staff quickly and accurately identify the specific support that each student or apprentice requires. They work closely with partner schools, local authorities and external agencies to ensure a smooth transition for students with high needs, special educational needs and/or disabilities or experience of care. Students and apprentices mostly receive the support that they need to work towards and achieve their learning goals.

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Inclusion Expected standard

Specialist staff, including transition and progression advisers, work closely with teachers to provide training to help them to build positive relationships with students and apprentices and to support their needs. Teachers mostly adapt their teaching practices, techniques and the resources that they use to make learning more inclusive and accessible.

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Inclusion Expected standard

Specialist staff review support using a graduated approach so that, where appropriate, support is reduced or removed to promote greater independence. However, teaching staff have not had sufficient training to effectively graduate and taper the support that they provide.

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Needs attention

Leaders use accessible settings that are safe, secure and welcoming. This helps students, especially those who have negative experiences of education, feel comfortable, so that staff can support them to overcome their barriers to learning.

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Leadership and governance Needs attention

Since the previous inspection, the college has undergone significant organisational change, with a newly appointed executive team now in place. Leaders have invested in significant improvements to the campus so that students and apprentices benefit from redesigned learning and social spaces and up-to-date facilities.

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Leadership and governance Needs attention

Leaders and governors mostly understand what the college does well and what still needs to improve. They use a clear strategic plan to drive improvements and are focused on raising the quality of the curriculum. Leaders have put in place a structured system to give targeted support to courses, including in subcontracted provision, that do not meet their expectations. Early signs show that this support is helping. However, in a few areas, leaders still do not have a precise enough understanding of the quality of the curriculum, teaching and training.

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Leadership and governance Needs attention

Governors have recruited new members to strengthen the proficiency of the board. They use their expertise in industry, finance, education and safeguarding to provide considered support and astute challenge to leaders.

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Leadership and governance Needs attention

Leaders provide meaningful staff training. Teachers work with employers to keep up to date with industry advancements such as automation in engineering and 3D printing in art. Leaders ensure that new teachers have a reduced teaching timetable and mentor support. While training is helping to improve teachers’ pedagogy, the quality of teaching for young students is too inconsistent. Leaders rightly identify assessment, feedback and questioning as training priorities.

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Leadership and governance Needs attention

Leaders continue to work diligently to reduce staff workload and to support their wellbeing. A more positive workforce picture is emerging.

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Achievement Needs attention

Achievement has improved since last year. Substantially more level 3 students achieve merit and distinction grades and the number of passes at grade 4 and above in GCSE English and mathematics has increased.

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Achievement Needs attention

However, GCSE students with low prior achievement do not make sufficient progress. Too many students on T-level courses leave early, although those who remain mostly achieve. Although most students achieve a non-regulated qualifications as part of their tutorial programme, these offer limited value to students. Leaders recognise that too few students on long vocational courses at level 3 make their expected progress.

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Achievement Needs attention

Students generally develop their knowledge, skills and behaviours. In catering, students complete practical activities that consolidate their understanding of theory and develop their skills, so they become increasingly more accurate. In most vocational subjects, work is of the standard expected for the qualification. Students who remain on their courses and achieve their qualifications largely progress to positive destinations.

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Curriculum and teaching Needs attention

Leaders meet the requirements of 16 to 19 study programmes. However, they do not have a fully accurate understanding of the quality of teaching. Although teaching has improved since the previous inspection and, in most instances, is of an appropriate quality, there are still too many inconsistences. Teaching and assessment in tutorials are particularly weak.

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Curriculum and teaching Needs attention

Teachers do not ensure that GCSE English and mathematics curriculums are accessible for students who have low prior achievement in these subjects. The curriculum is overly complex for their level of ability, and they do not make sufficient progress.

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Curriculum and teaching Needs attention

Teachers are qualified to teach their subjects and have industry experience. They mostly plan and sequence curriculums appropriately so that students build on what they have learned, developing their knowledge and skills incrementally. Students on the maintenance, installation and repair for engineering and manufacturing T level work on desktop circuits to identify and diagnose faults before they move on to the large hybrid-electric vehicle rig.

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Curriculum and teaching Needs attention

Teachers do not use assessment effectively. Students do not routinely benefit from useful feedback from their teachers. Where this is done well, teachers use effective strategies to help students understand what they have done well and what they need to do to improve. However, on several courses, teachers do not check that students have acted upon this feedback. This means that students do not improve their work.

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Participation and development Needs attention

Leaders largely set clear expectations for students’ behaviour and attitudes. Students are usually polite and well behaved, and listen in lessons. However, attendance remains too low, particularly in tutorials. Students say they feel safe and enjoy college. They know how to report concerns about bullying, harassment and violence. However, many do not receive enough helpful information about healthy relationships, consent, and harassment, or how to stay physically and mentally healthy. Too many also struggle to explain the risks of radicalisation and extremism, and their understanding of fundamental British values is not secure.

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Participation and development Needs attention

Students benefit from an enrichment programme that broadens their experiences beyond lessons. Sports students join elite development activities, and T-level engineering and manufacturing students attend clubs on robotics, drones and aerodynamics that help them build skills for future employment.

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Participation and development Needs attention

Leaders provide useful work experience and work-related learning. Level 3 business students explained the skills they gained on a leadership programme, working with students from across Greater Manchester to pitch project ideas. They increased their confidence and improved their public speaking skills.

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Participation and development Needs attention

Students receive appropriate careers advice and guidance. For example, in public services, visiting speakers from the Royal Navy talk about job roles and women in leadership.

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Achievement Expected standard

A high proportion of students, including those who are disadvantaged, achieve their qualifications. They typically make sustained progress from what they know and can do when they start their course. Most students move on to positive destinations.

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Achievement Expected standard

Students develop new knowledge, skills and behaviours. They produce work that improves over time and is of at least the standard expected for the level of study. Students build their vocational and scientific vocabulary, and Access to Higher Education students strengthen their academic writing.

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Achievement Expected standard

Students achieve their personal goals. They gain confidence in their abilities, which prepares them well for further study or employment. Many develop important employability skills. Students on courses in English for speakers of other languages take part in mock interviews, helping them prepare for job applications. Community-based students join conversation clubs where they practise their English with local professionals and businesses, building confidence and skills for future employment.

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Curriculum and teaching Expected standard

Leaders have a generally sound understanding of the quality of their adult learning provision. They select relevant non-qualification courses, where required, and apply the same quality assurance processes used for qualification-based programmes.

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Curriculum and teaching Expected standard

Leaders design the adult learning curriculum to meet local and regional needs. They work with a range of partners, including the local authority, local employers and universities. This collaboration ensures that courses meet skills gaps and prepare students for employment or further study. Access to Higher Education teachers work closely with universities to ensure that students are ready for undergraduate study. Many community-based students progress into work through partnerships with employers and recruitment agencies.

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Curriculum and teaching Expected standard

Teachers plan and sequence learning carefully so that students build on what they already know. In English for speakers of other languages, students learn practical, everyday topics that improve their English and support daily life.

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Curriculum and teaching Expected standard

Most teachers use their subject expertise well and employ effective teaching strategies to help students understand complex ideas and remember prior learning. However, on a few courses, teachers’ explanations are not clear enough to ensure that students fully understand.

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Curriculum and teaching Expected standard

Teachers revisit key content to build fluency. They teach subject-specific vocabulary clearly, which most students use accurately. They also explain new vocational and academic concepts well and link new learning to previous modules. Teachers check learning often, use a range of assessments and provide valuable feedback that helps students to improve.

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Curriculum and teaching Expected standard

Many students receive effective support, including bursaries for travel and childcare. Community-based students benefit from studying close to home.

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Participation and development Expected standard

Teachers set clear expectations for students’ attendance and behaviour. They give extra support to students who struggle to attend and, when needed, adapt resources so they can study at home. Attendance is generally high, although teachers do not consistently challenge lateness.

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Participation and development Expected standard

Leaders and teachers create safe and respectful environments on the main campus and in community venues. Leaders act quickly on any reports of bullying or harassment, and students feel confident raising concerns.

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Participation and development Expected standard

Most students receive helpful support with their career goals. They access careers advice, work with local employers and take part in volunteering. Community interpreting students volunteer to help residents improve their digital skills. These experiences build their confidence, and many progress into further education or employment.

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Participation and development Expected standard

Teachers understand students' wider development needs and provide opportunities for students to take part in citizenship, enrichment and volunteering activities. Most students engage with age-appropriate content on mental and physical health, wellbeing and staying safe from radicalisation.

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Participation and development Expected standard

Most students on college courses show a secure understanding of fundamental British values. They confidently recall what they have learned about democracy, the election process and respect for different cultures and backgrounds.

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Achievement Expected standard

Although just over a third of apprentices left their apprenticeship last year before completing, those who remained in training and completed their apprenticeship continued in employment. Most apprentices make expected progress, and two thirds pass their final examinations at their first attempt, with a small number achieving distinction grades.

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Achievement Expected standard

Apprentices broadly develop further their English and mathematical skills. They use appropriate sector-specific terms with increased confidence. Apprentices studying level 3 domestic heating and plumbing accurately calculate loading units and heat loss for radiators. Around two thirds of apprentices pass their English examinations at their first attempt. However, very few apprentices pass in mathematics at their first attempt.

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Achievement Expected standard

The general standard of apprentices’ work is high. Apprentices in plumbing and heating develop a range of industry-standard skills such as pipe bending and installing hot water systems. Apprentices in early years develop their understanding of safeguarding and whistleblowing policies.

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Curriculum and teaching Expected standard

Leaders have developed their apprenticeship curriculums in response to local and national skills gaps. They typically have an accurate understanding of the quality of training, which is designed to ensure that apprentices develop the skills they need to be successful at work.

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Curriculum and teaching Expected standard

Tutors teach courses in a logical sequence. Level 3 youth worker apprentices firstly learn safeguarding principles and then move on to youth workers’ roles and responsibilities. As they progress, apprentices study more-complex safeguarding topics, anti-discriminatory practice and communication techniques to deal with aggression and confrontation.

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Curriculum and teaching Expected standard

Tutors adapt the curriculum to meet the individual needs of apprentices, including those with barriers to their learning. They make adaptations to their teaching, break down learning into small chunks and provide learning materials prior to training for apprentices to read and process.

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Curriculum and teaching Expected standard

Tutors are well qualified to teach apprentices. They generally explain topics in ways that help apprentices to understand. Apprentices studying level 3 domestic heating and plumbing quickly understand about expansion vessels, and the correct installation for pumping cold water from a private supply borehole. They acquire the specialist terminology that they need.

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Curriculum and teaching Expected standard

Tutors mostly use assessment effectively and provide students with constructive feedback. They set apprentices a range of written assignments, mock assessments and practice interviews to help them retain their learning.

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Curriculum and teaching Expected standard

Apprentices appreciate the support that they receive from their employer. Most employers regularly attend their apprentices’ progress reviews to co-plan and implement on- and off- the-job training, so that apprentices can practise and hone their skills.

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Participation and development Expected standard

Leaders and tutors create an inclusive environment where apprentices feel respected and are expected to do well. Most apprentices are committed to their training, attend regularly and enjoy their learning. They say they feel safe at work and in college and do not face bullying or harassment.

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Participation and development Expected standard

Apprentices follow a tutorial programme that helps them develop wider knowledge and skills. They learn about life in modern Britain and understand important issues such as extremism, radicalisation, knife crime, healthy relationships, financial literacy, digital safety and sexual harassment.

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Participation and development Expected standard

As apprentices progress, they grow in confidence and become valued team members in the workplace. Plumbing and heating apprentices carry out high-quality installation work, while early years apprentices confidently update parents about their children’s development.

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Participation and development Expected standard

Staff give apprentices clear information about career options so they can make well- informed choices. Apprentices also attend career events and industry sessions where employers share insights about different roles.

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Participation and development Expected standard

A few apprentices take part in volunteering and community activities. These include training as a lifeguard, raising money for charities and running coffee mornings. Some apprentices also promote women in construction or serve as mental health or paediatric first aiders in their workplaces.

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Achievement Expected standard

Staff carefully identify what students know and can do at the start of their course. This enables them to provide effective support that helps students make steady progress towards their targets and aspirations.

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Achievement Expected standard

Staff recognise the importance of students developing their independence. They promote the gradual reduction of support, which enables students to become more independent.

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Achievement Expected standard

Students become increasingly confident in managing real-life tasks such as money management and meeting workplace expectations. They value recognition of their achievements through, for example, the use of ‘wow cards’, which reinforce their progress. Students on supported internships understand the professional standards that they must follow to secure employment. For a few students, the progress that they make is life changing as they move into employment and independent living.

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Achievement Expected standard

Students with high needs achieve at higher rates than their peers, and most achieve their qualifications. They largely progress to appropriate destinations, including further education and employment.

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Curriculum and teaching Expected standard

Leaders generally understand the quality of the curriculums that they provide for students with high needs. They design curriculums to prepare students successfully for adult life and employment.

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Curriculum and teaching Expected standard

Leaders work closely with employers and local partners to make sure that what students learn is relevant and helps them to develop their practical and personal skills. Learning is organised in a logical way so that students can build their confidence step by step.

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Curriculum and teaching Expected standard

Strong relationships with the local authority help leaders shape the provision around local needs. By working with different agencies, leaders ensure that students who require extra help receive it early. This support leads to better attendance and engagement.

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Curriculum and teaching Expected standard

The curriculum is clearly sequenced. Teachers explain why topics are taught in a particular order and how new learning links to what students already know. Students talk confidently about the subject knowledge and personal skills they are gaining, such as communication and teamwork.

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Curriculum and teaching Expected standard

Teachers use students’ education, health and care plan targets to plan and teach lessons that meet their individual needs and support their personal goals. They use questioning to deepen understanding and identify misconceptions. Students apply what they learn to real situations, such as budgeting and problem-solving, which helps prepare them for future work.

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Curriculum and teaching Expected standard

Students enjoy positive relationships with staff and feel comfortable asking for help. Specialist teams, including those supporting deaf students, provide skilled support that helps students become more independent and confident. Although teachers receive training on inclusive practice, they do not apply this consistently.

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Participation and development Expected standard

Leaders understand the impact of local deprivation and the diverse needs of their students. They design curriculums to prioritise wellbeing, confidence and independence, and they adapt timetables so students can learn when they feel emotionally ready.

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Participation and development Expected standard

Leaders monitor attendance closely, identifying concerns early and passing these to specialist teams when students need extra support. They also work with external agencies to coordinate help. However, in a few cases, they do not act quickly enough to provide the right level of support for the most vulnerable students.

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Participation and development Expected standard

Leaders promote a positive culture where staff see behaviour as communication and use suitable interventions to help students to re-engage in learning. Students feel safe and know who to approach if they have a concern. They build their confidence and resilience.

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Participation and development Expected standard

Students on supported internship placements benefit from an inclusive environment with workplace role models and practical financial education that prepares them for employment. However, they do not develop a deep enough understanding of the risks of radicalisation or safeguarding in the workplace.

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Participation and development Expected standard

Transition progression advisers support students to access careers guidance and plan their next steps. Although college students take part in meaningful enrichment, those on supported internships cannot access the full range of enrichment activities.

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

Young students typically gain valuable new knowledge and practical skills. They apply what they learn with confidence and use technical language accurately. Level 2 hospitality students learn the correct names for different knives and can explain why a paring knife is more effective for certain tasks. Students develop a secure understanding of gradients and differentiation in mechanical engineering. Students with special educational needs and/or disabilities benefit from well-judged adaptations, such as personalised glossaries, which help make learning more accessible.

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

Most young students achieve their qualifications. Just over half gain merit or distinction grades. However, too many students make limited progress in GCSE English and mathematics and on long vocational courses at level 3.

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

Students feel safe in college. However, they do not receive enough useful information about healthy relationships, consent, staying healthy or understanding the risks of radicalisation and extremism. Although many young students speak positively about their courses, they do not experience a consistently high standard of teaching or feedback on their work. Many are dissatisfied with tutorials. Students' behaviour is generally respectful, but their attendance is too low and teachers do not routinely challenge lateness.

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

Adult students, including those who are disadvantaged, achieve very well. The standard of their work improves over time. On Access to Higher Education courses, students improve their academic writing in preparation for university. Teachers support the development of students’ digital skills through activities such as QR code tasks and quizzes. Through their learning, adult students build their confidence and feel well prepared for further study or employment. Most progress to positive destinations.

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

Adult students enjoy attending lessons. They feel part of the college community and typically benefit from age-appropriate content related to mental and physical health, wellbeing and how to stay safe. However, those on short courses sometimes struggle to recall this information.

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

Adult students appreciate their patient and supportive teachers who help them build confidence. Students on courses in English for speakers of other languages quickly strengthen their skills in using everyday English so they can participate in their communities. In Access to Higher Education, students find their course challenging but rewarding. Students are highly motivated and have clear career ambitions.

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

Apprentices confidently apply their new knowledge and skills at work. Early years apprentices create healthy eating plans for children, and roofing apprentices quickly learn accurate mortar mixing and tile cutting. However, too many apprentices leave early or fail to complete on time, and very few pass mathematics at their first attempt. Despite this, apprentices’ written and practical work is of a high standard.

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

Apprentices value the academic and wellbeing support available to them, including access to a wellbeing officer. They take part in a broad tutorial programme covering topics such as healthy relationships, digital safety, local risks, sexual harassment and fundamental British values. Leaders have also added topics that are specifically useful for apprentices, including payslips, rights and responsibilities and renting or owning property. Most apprentices feel well prepared for their careers and describe significant personal and professional growth.

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

Students with high needs achieve well and make steady progress towards their personal targets. They develop essential life and vocational skills that prepare them for employment and participation in their communities, including managing money and working increasingly independently.

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

Students benefit from personalised support. Staff advocate for them, adapt work to make learning accessible and listen to their views. Students with high needs feel included, supported and able to achieve their goals. Staff ensure that the curriculum prioritises wellbeing, respect and understanding. They enable students to build positive relationships, demonstrate tolerance and develop strategies to manage their learning needs. Although leaders and governors mostly understand what the college does well and what still needs to improve, they still do not have a precise enough understanding of the quality of the curriculum, teaching and training in a number of curriculum areas.

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Next steps

• Leaders should ensure that they have a precise understanding of the quality of the curriculum, teaching and training, particularly on education programmes for young people. They should intervene swiftly to ensure that students experience a consistently high standard of education and training. • Leaders should strengthen the training that teachers receive on inclusive practice, so that teachers can apply this consistently. • Leaders should ensure that teachers use assessment and feedback effectively so that young students understand what they have done well and what they need to do to improve. • Leaders should take swift action to improve the quality of tutorials for young people, so students attend and see the value of tutorials. • Leaders should ensure that young students receive helpful information about healthy relationships, consent, harassment and how to stay physically and mentally healthy. They

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Next steps

should make sure that students can explain the risks of radicalisation and extremism. • Leaders should ensure that staff have high expectations for students’ attendance and punctuality. They should work closely with teachers and support staff to improve attendance and punctuality for young people and on a few adult learning courses. • Leaders should ensure that GCSE English and mathematics curriculums are accessible for students who have low prior achievement in these subjects. • Leaders should identify and implement actions to enable them to continue to improve qualification achievement rates and ensure that young students make sufficient progress in GCSE English and mathematics and on their vocational courses. • Leaders should increase the proportion of apprentices who complete their apprenticeship and do so on time. They should ensure that apprentices achieve their mathematics 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

Inspection activities: Inspectors spoke with governors, leaders, managers, teachers, support staff and students and apprentices.

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About this inspection

Bolton College is a large general further education college based in Bolton, Greater Manchester. Most courses are taught at the town centre campus. Leaders also use community venues to teach some of their adult learning courses.

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Team inspectors:

Zoe Ibbotson, His Majesty's Inspector Alison Humphreys, His Majesty's Inspector Anita Pyrkotsch-Jones, His Majesty's Inspector Kim Bleasdale, His Majesty's Inspector Lisa Duncalf, Ofsted Inspector Elaine Price, Ofsted Inspector Emma King, Ofsted Inspector Andy Gadsdon, Ofsted Inspector Michelle Fletcher, Ofsted Inspector Simon Farrar, Ofsted Inspector Alastair Mollon, His Majesty's Inspector Mark Crilly, Ofsted Inspector Liz Greenhalgh, Ofsted Inspector At the time of the inspection, there were 2,818 students on education programmes for young people. These students study a range of vocational courses in most subject areas from entry level to level 3. This includes T-level courses in digital production, design and development, management and administration, finance, accounting, legal services, education and early years and health.

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Team inspectors:

There were 3,070 adult students studying a range of vocational courses at the town centre campus and at community venues. Just over one third study courses in English for speakers of other languages. Community-based courses comprise mainly of community interpreting, family learning, employability and life skills. Adult students at the town centre campus study courses in vocational areas such as health and social care and Access to Higher Education courses.

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Team inspectors:

There were 606 apprentices studying across a range of apprenticeship standards from levels 2 to 4. Almost all apprentices study at levels 2 and 3, with the highest number of enrolments in construction, automotive, early years and business.

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Team inspectors:

There were 217 students for whom the college received high needs funding. These students study a range of vocational programmes at the college.

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Team inspectors:

Leaders subcontract teaching for students on education programmes for young people studying performing arts at Shockout Arts in Manchester.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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