Furness College

Furness College

Address: Channelside, Bessemer Way, Channelside, Barrow-in-Furness, Cumbria, LA14 2PJ Unique reference number (URN): 130633

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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 Needs attention

Since the previous inspection, leaders have strengthened their work with key stakeholders, including the Chamber of Commerce and the Department for Work and Pensions, to understand better the skills needs in Barrow and across Cumbria. Leaders contribute to the 'Team Barrow' regeneration project with BAE Systems and central Government to ensure that the region benefits from investment in new nuclear submarine development.

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Contribution to meeting skills needs Needs attention

Leaders offer a few adult short courses in priority areas such as construction and engineering. However, they rightly recognise that their adult curriculum remains too limited to meet employers' needs. This means they do not provide sufficient training for adults to develop the skills that they need to gain employment.

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Contribution to meeting skills needs Needs attention

While leaders have recently introduced employer consultation activities, including advisory boards, to respond more quickly to specific skills requirements, they have yet to make changes in many subjects.

p.2

Contribution to meeting skills needs Needs attention

Leaders have not ensured that stakeholders are sufficiently involved in shaping curriculums. There are examples of effective collaboration, such as the co-design of engineering apprenticeships with BAE Systems and NHS Trust input into the T-Level health curriculum in 'donning and doffing' personal protective equipment. This approach is not applied routinely across the college.

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Inclusion Needs attention

Tutors do not consistently plan or implement appropriate adaptations for learners and apprentices with special educational needs and/or disabilities (SEND). Leaders have recently introduced professional learning in adaptive teaching practices so that staff can make informed adaptations to their teaching. Learners with physical disabilities receive appropriate reasonable adjustments so they can participate in lessons.

p.2

Inclusion Needs attention

Leaders do not monitor closely enough the support that staff put in place for learners and apprentices with SEND. This means that they cannot be assured that support is suitable or adapted appropriately to meet learners and apprentices' needs.

p.2

Inclusion Needs attention

While leaders identify and assess accurately the needs of learners and apprentices and share this information with staff, young learners, adult learners and apprentices do not get the help and support they need. This is because staff have only recently been trained in how to support learners and apprentices. Staff know how to support learners with high needs. Leaders provide appropriate support for learners and apprentices affected by barriers to training and study. For example, they provide young learners living independently with wellbeing packages and practical equipment so that they can study effectively.

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Leadership and governance Needs attention

Since the previous inspection, a new leadership team has guided the college through substantial changes. However, their actions have had limited impact on how well learners and apprentices achieve. Although achievement has improved for young learners overall, outcomes on A-level courses are still too low. Achievement rates for adult learners and apprentices are too low.

p.3

Leadership and governance Needs attention

Leaders and governors have a clear vision for the college and its role in the local community, but this has not yet been fully realised. They are committed to ensuring that all learners and apprentices, including those who are disadvantaged, receive high-quality teaching, training and support. However, teaching and training are not of a consistently high standard.

p.3

Leadership and governance Needs attention

Leaders have a mostly accurate understanding of strengths and areas for improvement. They tackle underperformance and have recently established effective quality assurance processes. The quality cycle, including focused reviews of weaker courses, is beginning to secure improvements.

p.3

Leadership and governance Needs attention

Governance has been strengthened. The board brings substantial expertise from education and industry. Governors understand the challenges that leaders face. They receive clear information on performance and provide effective support and appropriate challenge. They hold leaders to account about the quality of provision that they provide.

p.3

Leadership and governance Needs attention

Leaders set high expectations for staff and hold them to account. This has affected staff morale during a period of change since the previous inspection. Leaders recognise these concerns and are beginning to respond to them.

p.3

Leadership and governance Needs attention

Leaders have implemented a research-informed professional learning programme, which is beginning to have a positive impact on tutors' practice.

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Achievement Needs attention

Achievement remains too low in many subjects, including GCSE English and mathematics. Too many learners do not achieve their A levels. Many of those who do pass do not make enough progress from their starting points.

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Achievement Needs attention

Learners' work is mostly of the level expected. On vocational courses, such as construction and carpentry, learners use their skills to produce work of a high standard.

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Achievement Needs attention

Most learners develop new knowledge and skills needed for their next steps. For example, T-level health learners are confident to support agitated and nervous patients. However, in A-level science subjects, learners do not have a secure understanding of core foundation concepts on which to build further learning.

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Achievement Needs attention

Most learners progress to positive destinations. They gain places at universities, secure apprenticeships or move into employment. Too many learners studying the college's alternative 'core' curriculum do not progress to positive destinations.

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Curriculum and teaching Needs attention

Leaders have improved their oversight of the quality of teaching. They have implemented actions to rectify weaknesses identified at the previous inspection, such as improving how learners' progress is monitored. Their actions have not had a positive impact in all subjects. For example, learners studying GCSE English and mathematics do not understand the progress that they make or how to develop their skills.

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Curriculum and teaching Needs attention

Most tutors are specialists in the subjects that they teach and use their expertise well. However, in A-level physics and GCSE English and mathematics, tutors who cover lessons lack subject expertise, which negatively impacts learners' progress.

p.4

Curriculum and teaching Needs attention

Tutors mostly sequence curriculums effectively. For example, learners on the health T-level learn how to measure and interpret blood pressure before applying their skills in practice.

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Curriculum and teaching Needs attention

Teaching strategies are not consistently effective. Where teaching is most effective, tutors use modelling and scaffolding techniques to ensure learners successfully develop their knowledge and skills. In A-level subjects and GCSE English and mathematics, strategies are not sufficiently challenging and learners make slow progress.

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Curriculum and teaching Needs attention

Tutors mostly assess learners' knowledge and skills effectively. However, on A-level courses, tutors do not use assessment consistently well. They do not routinely correct errors and misconceptions in science subjects, which contributes to learners not making the progress of which they are capable.

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Curriculum and teaching Needs attention

Tutors mostly provide helpful feedback to learners. Learners generally know what they have done well and what they need to do to improve. In a few instances, learners do not use feedback they receive to correct their mistakes.

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Participation and development Needs attention

Too many learners do not attend college routinely. When learners do not attend, they are supported well to re-engage in learning and catch up. Leaders have taken sensible actions to tackle low attendance, but it is too early to see the impact of these actions.

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Participation and development Needs attention

Leaders do not provide sufficient opportunities for learners to broaden their interests beyond their main programmes. The limited enrichment offer does not reflect learners' needs or interests, with options largely restricted to a small number of team sports or participation in the students' union.

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Participation and development Needs attention

Many learners benefit from valuable experiences that broaden their outlook and their understanding of their community. Learners on beauty courses provide treatments for expectant mothers at a local community centre. Learners in construction carry out work for a local hospice. However, these opportunities are not available to learners on all courses.

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Participation and development Needs attention

Learners benefit from a well-planned tutorial programme. They learn about staying safe online, healthy relationships and the impact of drug and alcohol abuse.

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Participation and development Needs attention

Leaders ensure that learners receive effective careers guidance. Learners attend university open days and visit employers to explore the courses and job roles available to them. They access appropriate work-related learning opportunities through the curriculum, including external and virtual work placements.

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Achievement Needs attention

Too many adult learners do not achieve their qualifications. Too many leave their courses early. Leaders rightly recognise that they need to improve achievement. They paused recruiting learners to concentrate on improving the quality of courses that they offer. It is too early to see the full impact of these actions.

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Achievement Needs attention

Learners mostly produce work of a secure standard. They develop useful new knowledge and skills. For example, learners on plastering courses gain professional skills and master techniques to coat walls and ceilings, such as rendering, skimming and bonding.

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Achievement Needs attention

A few learners on short practical courses progress to further learning or to higher paid roles at work. Most learners improve their skills to be able to complete construction or electrical projects skilfully at home. Most learners on the supporting teaching and learning in schools course progress to positive destinations and gain full-time employment.

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Curriculum and teaching Needs attention

Leaders provide a very limited adult learning curriculum offer. They provide a few short courses based on skills needs, such as in engineering and construction. Leaders are starting to develop further curriculums to meet local skills priorities.

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Curriculum and teaching Needs attention

Tutors use a range of appropriate teaching strategies to develop learners' knowledge and skills. They apply their subject expertise to demonstrate sector-specific skills clearly and break tasks into manageable steps to help learners to retain information. They question learners purposefully and revisit prior learning to reinforce learning and help learners remember more.

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Curriculum and teaching Needs attention

Tutors accurately reinforce learners' use of technical language. For example, learners on welding courses know precisely the difference between MIG and manual metal arc stick welding. Learners on gym instructing courses can explain the structure and functions of different blood vessels.

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Curriculum and teaching Needs attention

Tutors do not consistently provide effective support for learners with special educational needs. Where practice is stronger, tutors break down topics clearly so that the curriculum is more accessible. On supporting teaching in schools courses, tutors help learners for whom English is an additional language to develop their sentence structure and language skills.

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Curriculum and teaching Needs attention

Tutors frequently assess learners' progress to identify gaps in learning. They mostly provide constructive feedback to learners that clarifies where their work can be improved. Learners generally use the feedback they receive to improve their work.

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Participation and development Needs attention

Too many learners do not attend their lessons. Managers understand the reasons why learners do not attend, but they do not put sufficient support in place to help learners to improve.

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Participation and development Needs attention

Learners who attend benefit from calm, respectful and welcoming learning environments. These learners have positive attitudes to their learning and are supportive of their peers. Staff set high expectations for learners' behaviours.

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Participation and development Needs attention

Staff provide learners with appropriate careers advice and guidance. They signpost learners to courses at other providers on completion of their courses because opportunities to progress in the college are narrow. They help learners to write CVs and university applications. Leaders offer financial support to enable learners to attend university open days.

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Participation and development Needs attention

Most learners develop their confidence and social skills on the courses that they study. A few learners are signposted to opportunities to volunteer for local organisations and charities. Wider opportunities to support adult learners' personal development are limited beyond this. Learners feel safe and do not experience any bullying or intimidation. They are confident that tutors would promptly deal with any concerns about their welfare.

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Participation and development Expected standard

Apprentices conduct themselves professionally and respectfully at college and in their workplace. They benefit from a comprehensive and well-planned personal development programme. Apprentices learn about equality, fundamental British values, physical health and the risks of radicalisation and extremism. They learn how to keep safe during dark winter months and how to remain safe around water at home and when travelling abroad.

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Participation and development Expected standard

Apprentices feel safe at work and in training and know how to keep safe online. They can identify spam and phishing emails and are cautious when viewing QR codes.

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Participation and development Expected standard

Apprentices are generally well motivated and keen to learn. They develop their confidence and take pride in the work they do. They develop and demonstrate professional behaviours and become trusted work colleagues.

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Participation and development Expected standard

Apprentices show a commitment to their communities by the activities they take part in outside colleges, such as volunteering in charity shops and taking part in theatre groups.

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Participation and development Expected standard

Apprentices receive useful careers advice and guidance. They attend careers fairs, one-to- one careers meetings and hear from guest speakers who promote a range of careers opportunities open to them. Apprentices know about their next steps and are ambitious to study on higher level apprenticeships or degrees and gain professional recognition.

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Achievement Needs attention

Too many apprentices do not achieve their apprenticeships. The proportion of apprentices who achieve is low and has declined from the previous year. Too many apprentices leave their apprenticeships early. Leaders have put in place sensible plans to rectify this, including working closely with employers to identify emerging concerns earlier to support more apprentices to remain on their apprenticeships.

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Achievement Needs attention

Apprentices in most subjects develop new knowledge, skills and behaviours that they apply well in their job roles. They add value to their employers' workplaces. Apprentices who achieve their apprenticeship mostly remain with their employers or progress to higher apprenticeships.

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Achievement Needs attention

Current apprentices produce work of a high standard. They develop a sound understanding of the subjects they are taught and demonstrate appropriate specialist techniques. Catering apprentices are confident with techniques such as poaching, braising and confit. Bricklaying apprentices improve the precision of their tolerances for perpendicular and bed joints.

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Curriculum and teaching Needs attention

Leaders have developed quality improvement activities to identify more precisely the areas that need improving. They have increased their scrutiny of teaching, assessment and review processes, but it is too early to assess the full impact.

p.8

Curriculum and teaching Needs attention

Leaders have aligned the apprenticeship curriculum offer with local and regional priorities, including construction and engineering. They work closely with external partners to develop new apprenticeships.

p.8

Curriculum and teaching Needs attention

Tutors and coaches do not ensure that apprentices routinely practise their skills in the workplace. Employers of engineering apprentices do not have sufficient awareness of what apprentices learn at college.

p.8

Curriculum and teaching Needs attention

Tutors and coaches do not sequence engineering apprenticeships effectively. Apprentices are expected to complete complex project work at the beginning of their programmes without first being taught essential underpinning skills. Learning is sequenced appropriately in most other apprenticeships.

p.8

Curriculum and teaching Needs attention

Tutors and coaches generally use effective teaching strategies. Most apprentices gain a sound understanding of foundation concepts before moving on to more complex topics. Engineering tutors break learning into manageable steps and check understanding systematically so that apprentices secure the knowledge required to tackle complex mathematical concepts.

p.8

Curriculum and teaching Needs attention

Tutors and coaches provide suitably tailored support to apprentices with additional needs. Staff adapt classroom layouts and resources for those apprentices with physical disabilities. They use assistive technology to ensure apprentices can fully participate in learning.

p.8

Curriculum and teaching Needs attention

The feedback that tutors and coaches provide to apprentices on their work is not consistently helpful to apprentices across the provision. In carpentry and joinery and hairdressing, tutors do not provide feedback so that apprentices know how to improve their work.

p.8

Participation and development Expected standard

Supported interns benefit from broad and purposeful personal development opportunities that build their confidence and resilience. They undertake real job roles at local hospitals and at BAE Systems that frequently include high levels of responsibility.

p.9

Participation and development Expected standard

Learners on the entry level 3 pathway access activities that encourage social interaction and promote positive mental health. They develop confidence through work experience projects in different areas of the college. However, work experience for a few is not challenging enough for them to develop meaningful employability skills.

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Participation and development Expected standard

Attendance is high. Learners and supported interns feel safe and demonstrate a sound awareness of key safeguarding themes, including the risks associated with radicalisation and extremism. They learn about appropriate healthy relationships, physical and mental health concerns and online safety. Learners and supported interns know who to speak to if they have any concerns. Most understand fundamental British values and know how these apply to their lives and job roles.

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Participation and development Expected standard

Learners and interns benefit from appropriate careers information, advice and guidance that informs their next steps. Supported interns also benefit from employer guidance which helps them understand different career pathways that reflect their individual aspirations.

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Achievement Needs attention

The proportion of learners with high needs who achieve vocational qualifications is too low. Learners on supported internships have purposeful roles that lead to high employment outcomes. Supported interns rapidly develop their confidence, resilience and communication skills. They produce work of a high standard. Learners on vocational programmes produce work of at least the expected standard.

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Achievement Needs attention

Learners on entry level 3 pathways do not make appropriate progress. Tutors' expectations of what learners can achieve are too low. Learners do not know what skills they are developing or how the course prepares them for their next steps. Learners and supported interns continue to develop their English and mathematical skills on their courses and at work. However, leaders expectations of supported interns are too low because they do not expect them to gain English or mathematics qualifications to support employment skills beyond their internship.

p.9

Achievement Needs attention

Most learners stay in education, a few gain employment and a few transition to day care services. Supported interns frequently progress into employment or apprenticeships where they completed their internship.

p.10

Curriculum and teaching Needs attention

The quality of the provision for learners with high needs is not consistently of a high standard. Supported internships are well planned, structured and sequenced. However, the entry level 3 pathway and aspects of the high needs provision for learners on study programmes lack ambition and do not consistently meet learners' needs. Leaders have not acted swiftly enough to improve learners' experiences.

p.10

Curriculum and teaching Needs attention

Tutors and support staff across the high-needs provision are qualified and experienced. They receive specialist training in support strategies, including trauma-informed practice and adaptive teaching. The impact of this training is not yet applied consistently, particularly on the entry pathway.

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Curriculum and teaching Needs attention

Staff carry out thorough transition planning. They gather comprehensive information from a wide range of sources. However, tutors on the entry level 3 pathway do not use this information to design individualised learning. The learning activities they use lack challenge and do not equip learners with the knowledge, skills and behaviours that they need for their next steps.

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Curriculum and teaching Needs attention

Tutors and support staff understand learners' individual needs. Tutors teaching on vocational and academic courses carefully apply helpful strategies with learners. However, they do not routinely integrate education and health care plan outcomes into curriculum planning.

p.10

Curriculum and teaching Needs attention

Support assistants do not routinely evaluate the support they provide. This means they cannot identify when to reduce support to enable learners to be more independent.

p.10

Curriculum and teaching Needs attention

Tutors' feedback to learners across the provision is mostly developmental. Learners on the entry level 3 pathway do not revisit or improve their work to develop a deeper understanding.

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

Too many learners and apprentices do not complete their qualifications. Learners on A-level programmes who do achieve often do not attain the grades of which they are capable.

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

Attendance for young learners and adults remains too low. Personal progress coaches help young learners improve attendance and re-engage in learning, and while attendance is rising, it is still below leaders' expectations. Learners and apprentices value their learning. They enjoy learning at the college, where they benefit from calm, welcoming environments. They develop positive relationships and work respectfully with others. They appreciate the support that staff provide. Most learners develop their confidence and social skills on the courses that they study. Learners with high needs on supported internships at employers rapidly develop their confidence, resilience and communication skills.

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

Learners and apprentices do not consistently experience high-quality teaching. Those studying A levels and GCSE English and mathematics are not challenged sufficiently. As a result, they make slow progress. The curriculum for learners with high needs on the entry level 3 programme lacks ambition and does not prepare learners effectively for progression.

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

Learners and apprentices mostly develop the knowledge and skills needed for their next steps. However, in A-level science, a few learners do not have a secure understanding of the fundamental concepts they need to progress confidently to more complex content.

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

Apprentices develop their confidence and take pride in their work. They demonstrate professional behaviours and become trusted work colleagues. However, apprentices do not receive sufficient opportunities to practise the skills they learn at college in the workplace.

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

Learners and apprentices who have experienced barriers to their learning, including mental health and financial hardship, receive suitable support from staff. Learners with physical disabilities receive appropriate adjustments, such as height adjustable desks and being taught in ground floor classrooms. Learners who have been out of education or training are well supported and quickly develop habits and routines needed for study and future employment. Adult learners can access bursaries for assistance with travel costs and childcare.

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

Young learners benefit from a well-structured tutorial programme covering online safety, healthy relationships and the risks associated with drugs and alcohol. However, opportunities for wider enrichment beyond their main study programmes are limited and do not sufficiently reflect learners' interests or needs. There are limited wider activities for learners at breaktimes. Learners with high needs access a wide range of valuable enrichment opportunities. They are supported well to travel independently to college and work placements.

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

Learners and apprentices receive helpful careers advice that supports their progression. Learners with high needs on supported internships have meaningful job roles which frequently lead to paid employment.

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Next steps

Leaders should provide a coordinated plan of professional learning to equip staff with the knowledge and skills needed to make effective adaptations to their teaching for learners and apprentices who need extra help or support. Leaders should improve their oversight of the adaptations for learners with additional needs and barriers and make changes to improve the support learners and apprentices receive. Leaders should identify the reasons for low achievement across each provision type and take appropriate action to increase the proportion of learners and apprentices who remain on their courses and achieve. Leaders should improve the teaching on A-level courses so that learners make the progress of which they are capable. Leaders should ensure that young people and adult learners have high rates of attendance to lessons. Leaders should ensure that teaching and assessment strategies are of a consistently high

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Next steps

quality across all programmes for young people, including English and mathematics. Leaders should improve assessment and feedback for apprentices to ensure that tutors identify any gaps in learning accurately and apprentices are clearly informed about how to improve their work. Leaders should ensure that tutors and coaches sequence engineering apprenticeships effectively. Leaders should ensure that apprentices are provided with opportunities routinely to practise their skills in the workplace. Leaders should ensure that teaching and feedback to learners with high needs on the entry level 3 pathway are of a consistently high standard. Leaders should ensure that tutors routinely integrate education, health and care plan outcomes into curriculum planning and teaching. Leaders should broaden the range and quality of opportunities to extend young learners' interests beyond their main curriculum. Leaders should maintain their focus on driving high standards in curriculum, teaching and

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Next steps

training and ensure teachers receive effective professional development. Leaders should ensure that the adult curriculum is relevant to employer and stakeholder needs, and the relevant local and regional priorities. Leaders should develop links with employers and ensure their expertise is used to develop all subjects.

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About this inspection

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

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About this inspection

Inspection activities: Inspectors spoke with young learners, adult learners, apprentices, learners with high needs, parents/carers, leaders, governors, staff, employers and other stakeholders during the inspection.

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About this inspection

Furness College is a general further education college located in Barrow in Furness. It was formed in 2016 following a merger between Furness College and Barrow Sixth Form. The college operates from two campuses situated in the town, Channelside and The Sixth Form.

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Team inspectors:

Helen Whelan, His Majesty's Inspector Clare Russell, Ofsted Inspector Suzanne Wainwright, His Majesty's Inspector Maura Cummins, Ofsted Inspector Alex Lang, Ofsted Inspector Rachel Butt, Ofsted Inspector Ed Lack, Ofsted Inspector Alison Dennis, His Majesty's Inspector Suzanne Horner, 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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Education programmes for young people

At the time of the inspection, 901 learners aged 16 to 18 years, 266 adult learners, 310 apprentices and 59 learners in receipt of high-needs funding were studying at the college. Most learners study vocational and technical subjects in a range of areas from entry to level 4, including A levels and T levels. Subject areas include engineering and manufacturing, construction, health, education and early years, digital and the arts. Most apprentices study early years, construction or engineering at levels 2 and 3.

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Education programmes for young people

A high proportion of learners are from disadvantaged backgrounds.

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Exceptional

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

p.15

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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