Kendal College

Kendal College

Address: Milnthorpe Road, Kendal, Cumbria, LA9 5AY Unique reference number (URN): 130631

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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 stakeholders to understand local and regional skill gaps. They ensure that they offer curriculums that are aligned to skills needs in key sectors such as the visitor economy and health.

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Contribution to meeting skills needs Expected standard

Leaders involve employers and stakeholders in planning most curriculums so that they are fit for purpose and up to date. They work closely with a local hospital trust to ensure that young people studying T-level health and those on supported internships gain valuable work experience in regional priority areas.

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Contribution to meeting skills needs Expected standard

Leaders ensure that learners and apprentices benefit from guest speakers from industry on most courses and apprenticeships. Apprentices studying the installation and maintenance electrician apprenticeship acquire knowledge about the latest smoke detector technology from a local electrical organisation. Industry experts ensure apprentices are cognisant of current British standard product requirements and regulations. They are prepared well to work safely in the electrical industry.

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Contribution to meeting skills needs Expected standard

Leaders have invested in high-quality resources that emulate professional workplaces. Learners and apprentices are trained in industry-standard kitchens and an on-site restaurant. Learners and apprentices learn the sustainable practices needed for careers in the hospitality industry. They reduce environmental impact by not using linen tablecloths and growing herbs on site.

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Inclusion Expected standard

Leaders have established an inclusion team that ensures that learners’ and apprentices’ needs are identified accurately and, for the most part, swiftly. Learners and apprentices benefit from personalised inclusion plans with strategies to support their needs and reduce barriers to learning. Leaders cover transportation costs to enable learners with financial disadvantage to attend job interviews.

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Inclusion Expected standard

Staff hold useful inclusion plan reviews with learners and apprentices. For example, apprentices with attention deficit hyperactivity disorder value meetings with their tutor and facilitator to ensure that support continues to be effective. Leaders hold risk conferences to confirm that interventions meet learners’ and apprentices’ needs.

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Inclusion Expected standard

Leaders provide beneficial training for staff. Tutors mostly use the training they receive to make appropriate adaptations to their teaching. Leaders have appointed a designated teacher for young people in care and work closely with virtual schools and support workers. They ensure that learners and apprentices access bursaries so that they can remain in their education or training.

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Inclusion Expected standard

Staff arrange accompanied visits to employer premises with learners and apprentices with education, health and care plans. They ensure that any adjustments needed are organised prior to learners and apprentices entering the workplace.

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Leadership and governance Expected standard

Since the previous inspection, leaders have reviewed and subsequently strengthened their strategic leadership and governance. The new principal and leadership team now have a clear understanding of the provision's strengths and priorities for improvement. Leaders have re-evaluated and refreshed the governing body. They have appointed governors with specific experience across the education sector and in quality assurance. Governors have an assured understanding of the quality of the provision. They now stringently challenge leaders to make swift improvements to ensure high-quality teaching. Governors hold leaders to account for their actions.

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Leadership and governance Expected standard

Leaders promote a culture of improvement through shared priorities and greater accountability. This change in culture has resulted in a sharper focus on making decisions in the best interests of learners’ and apprentices’ experiences. Leaders use thorough quality assurance processes to identify quickly any courses and departments that underperform. They set specific targets for improvement and monitor these closely. This has led to improvements across most of the college’s provision.

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Leadership and governance Expected standard

Staff benefit from varied and generally effective training to improve their teaching skills and to maintain and update their subject expertise. Tutors who are new to teaching benefit from support from mentors and a comprehensive teacher training programme.

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Leadership and governance Expected standard

In a very few instances, staff feel that their workload is unmanageable. Staff are complimentary of the support and wellbeing initiatives provided by leaders and the responsiveness in which issues are tackled and resolved when they occur.

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Achievement Expected standard

Leaders ensure that learners mostly receive the support that they need to make appropriate progress from their starting points.

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Achievement Expected standard

Learners, including those with special educational needs and/or disabilities or those who are disadvantaged, acquire subject-specific knowledge and skills. Learners studying GCSE mathematics use decimal placement and transformation of shapes accurately. Learners studying T-level health articulate professional terminology precisely in their communication with patients.

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Achievement Expected standard

Learners generally produce work of a high standard. In performing arts, learners’ written work includes precise theory and purposeful research.

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Achievement Expected standard

Learners mostly achieve their qualifications and progress to higher study, training or employment. Leaders took the decision to enrol most learners without English or mathematics qualifications on to GCSE qualifications. This has resulted in a decline in the proportion of learners who achieve a grade 4 or higher in GCSE English and mathematics. Leaders rightly identify this as a priority for improvement.

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Curriculum and teaching Expected standard

Leaders have a generally accurate understanding of the quality of the curriculum, teaching and training. They typically deal with any weaknesses in a timely and effective way.

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Curriculum and teaching Expected standard

Leaders ensure that curriculums are relevant to local and regional priorities.

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Curriculum and teaching Expected standard

Tutors plan and teach well-sequenced curriculums. Tutors teach T-level health learners about dementia early in the course so that they are prepared well for their work placements. Learners acquire the knowledge and skills that they need to work effectively with patients with dementia in healthcare settings.

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Curriculum and teaching Expected standard

Tutors are typically subject experts. In performing arts, tutors use their expertise adeptly to teach concepts such as characterisation and dramatic technique. Learners, including those with significant barriers to learning, explain these concepts accurately, with confidence and enthusiasm.

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Curriculum and teaching Expected standard

Tutors generally use purposeful teaching strategies. Tutors who teach A-level psychology use case studies skilfully to help learners to consider how initial patient impressions can mislead clinicians in diagnosing mental health conditions.

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Curriculum and teaching Expected standard

Tutors mostly use assessment well and provide learners with constructive feedback. However, on a few courses, assessment is less effective. In GCSE English, tutors plan limited opportunities for learners to use the feedback that they receive to improve their work.

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Curriculum and teaching Expected standard

Leaders ensure that learners gain useful experience of the world of work. Learners studying at level 1 participate in appropriate work placements aligned to their intended career goals. Learners who aspire to work in animal care or agriculture complete work placements in veterinary practices and farms. Leaders organise trips for A-level learners to build their awareness of employment.

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Participation and development Expected standard

Leaders ensure learners study in safe and collegial learning environments. Tutors and support staff ensure classrooms and study areas are welcoming and that learners are respectful. As a result, learners feel comfortable participating in lessons and sharing their views. Performing arts learners feel able to be themselves as individual differences are valued and celebrated.

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Participation and development Expected standard

Leaders have suitably high expectations for learners’ attendance and behaviour. Learners mostly have high rates of attendance to lessons. When learners are absent, tutors and inclusion practitioners help them to catch up.

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Participation and development Expected standard

Learners mostly benefit from work-related activities that are closely aligned to their career aspirations. For example, learners studying level 3 outdoor adventure complete projects in national parks to experience working with the public.

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Participation and development Expected standard

Learners value the careers and skills events they attend. Leaders and tutors organise employer talks to help learners studying engineering to explore the range of careers available to them. Learners studying A-level law visit courts, take part in mock trials and attend talks from judges. In performing arts, learners benefit from workshops hosted by external practitioners. They participate in workshops on acting techniques, drama school routes and audition preparation. Learners benefit from audition days so that they are prepared well for the world of work.

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Achievement Expected standard

Adult learners mostly make positive progress from their starting points and achieve their qualifications. Learners with additional needs or disadvantage typically achieve in line with their peers. However, too few learners studying functional skills mathematics achieve their qualifications.

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Achievement Expected standard

Learners mostly gain beneficial knowledge and apply skills fluently. Learners studying level 2 support work in schools and colleges acquire knowledge of forest schools, faith schools and specialist schools. They are prepared effectively to work as support practitioners in a range of education settings.

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Achievement Expected standard

Learners produce work that is appropriate to their level of study and mostly of a high standard. They acquire the English, mathematical and digital skills that they need for their next steps. Learners on access courses use academic referencing accurately and analyse data precisely to inform their research.

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Achievement Expected standard

Learners mostly progress to higher-level study or employment. Learners studying short courses progress to employment in related disciplines.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of adult learning programmes. They review curriculums with employers to ensure that learners are taught the knowledge and skills that they need to be successful in employment or further study.

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Curriculum and teaching Expected standard

Leaders work closely with stakeholders to ensure that curriculums meet local and regional skills priorities. They liaise effectively with local employers, regional universities and national organisations. Leaders ensure that courses lead to meaningful employment opportunities for local people. They offer a range of short, online courses, aligned to regional priority employment needs including residential care and support work in schools.

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Curriculum and teaching Expected standard

Leaders ensure that curriculums are planned logically and sequenced coherently. Learners studying access health and human sciences firstly learn about Lewy body dementia before studying uncommon types of dementia such as frontotemporal dementia. Learners then explore symptoms such as loss of inhibitions and inappropriate behaviours so that they are able to accurately recognise patients with these conditions.

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Curriculum and teaching Expected standard

Tutors use their industry experience to provide clear explanations and relevant activities to help learners to understand new concepts. Learners studying access to policing and criminology engage in role play of crime scene investigations. This enables them to link theoretical concepts to practical application.

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Curriculum and teaching Expected standard

Tutors mostly use well-considered assessment strategies. Tutors who teach level 2 supporting teaching and learning in schools and colleges use group activities and discussion well to support learner recall. They check and remedy any gaps in learners’ knowledge swiftly. Tutors mostly provide helpful feedback, identifying specific aspects for learners to improve.

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Participation and development Expected standard

Leaders and tutors ensure that adult learners study in safe and respectful classrooms and online learning environments. Learners are respectful and courteous in their interactions with others. Leaders communicate high expectations for learners’ attendance and behaviour. Learners adhere closely to these expectations.

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Participation and development Expected standard

Learners receive effective and personalised careers advice and guidance. Tutors ensure that learners receive useful advice aligned to their personal aspirations or career goals. Learners studying access courses value visits to local universities, where they attend study skills and finance workshops. In addition, learners studying access to health and social science attend beneficial master classes from experts in nursing. They work in simulated wards at a local university to learn about hygiene practices and multidiscipline working.

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Participation and development Expected standard

Learners mostly demonstrate a secure understanding of fundamental British values and how these apply to their disciplines. Learners on access courses recall confidently how the rule of law applies to regulations in dentistry and health care.

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Participation and development Expected standard

Leaders provide adult learners with opportunities to complete supplementary training so that they are equipped fully to take their next steps. Learners study additional topics, such as mental and physical health, to build the resilience that they need for careers in the health, policing and education sectors.

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Achievement Expected standard

Apprentices who complete their apprenticeship mostly pass, with just over half achieving merit or distinction grades. Leaders rightly recognise that too many apprentices do not achieve their apprenticeship within the planned time frame. Leaders’ actions have reduced the number of apprentices who go beyond their planned time frame substantially in the past 12 months.

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Achievement Expected standard

Apprentices mostly make sustained progress from their starting points. They produce work of an appropriate standard. General farm worker apprentices use weight tapes correctly to estimate the weight of livestock and to complete daily weight checks of calves accurately.

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Achievement Expected standard

Apprentices are prepared well for their next steps. Apprentices mostly progress to positive destinations, including higher-level apprenticeships. Those who remain in employment take on additional responsibilities, and a few gain promotions.

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Achievement Expected standard

Apprentices make positive and impactful contributions to the workplace. Livestock unit technician apprentices introduce new practices to ensure sheep receive pain relief following a difficult lambing to improve animal welfare.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of apprenticeship provision. They align curriculums to meet regional and national skills priorities. Following the closure of an agriculture college in the region, leaders offer specialist provision to fulfil local apprentice and employer needs.

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Curriculum and teaching Expected standard

Tutors sequence lesson content carefully. Apprentices studying the plumbing and domestic heating technician apprenticeship firstly learn about cold water pressure systems in houses. They build on this to learn about pressure boosted water distribution systems in tall structures. Apprentices acquire the knowledge and skills that they need to control water pressure in a range of residential and commercial buildings.

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Curriculum and teaching Expected standard

Tutors have expertise in related disciplines. They use their extensive industry experience skilfully to teach apprentices up-to-date practices. Tutors teach apprentices studying agriculture how to lower the critical temperature of youngstock. Apprentices use this so that they can apply calf jackets correctly when caring for young calves.

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Curriculum and teaching Expected standard

Apprentices mostly benefit from well-structured review meetings. Facilitators help apprentices to agree useful targets to help them improve. However, in a few instances, the targets set during reviews are not sufficiently precise or ambitious. In these instances, apprentices do not make the accelerated progress of which they are capable.

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Curriculum and teaching Expected standard

Leaders ensure that the principles and requirements of apprenticeship are met. Staff and employers plan on- and off-the-job training carefully so that apprentices consolidate knowledge and practise skills at work. Employers arrange for installation and maintenance electrician apprentices to work with old wiring systems so that they are prepared well to work in domestic properties.

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Participation and development Expected standard

Leaders, tutors and employers have high expectations for apprentices’ behaviour, attendance and participation. Apprentices mostly have high rates of attendance at college and at work. They demonstrate professional behaviours and are respectful to staff, colleagues and peers.

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Participation and development Expected standard

Leaders ensure that apprentices benefit from a suitable tutorial curriculum. Apprentices mostly have a secure understanding of topics such as healthy relationships, digital safety, equality and inclusion.

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Participation and development Expected standard

Staff provide apprentices with suitable information about the range of opportunities and careers available to them. They arrange careers events, and apprentices can arrange to meet with the college’s careers team. Apprentices value the wider opportunities provided by their tutors that help them to discover niche industry and diversification opportunities. Tutors use their own farms to demonstrate to agriculture apprentices opportunities to produce goats' milk and cheese and to sell these products at county fairs.

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Participation and development Expected standard

Apprentices build their confidence as a result of their training. They become trusted and dependable members of their teams at work. Apprentices studying the installation and maintenance electrician apprenticeship work with minimum supervision on wiring systems. They perform safety tests competently to check electrical installation.

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Achievement Expected standard

Learners with high needs typically make sustained progress from their starting points and achieve their education, health and care plan outcomes. Staff help learners to acquire the personal and professional skills and behaviours that they need for further study or employment. Learners produce work that is of an appropriate standard, travel independently and improve their timekeeping, social and communication skills.

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Achievement Expected standard

Learners mostly achieve their qualifications. Leaders recognise that English and mathematics achievement for learners with high needs has been too low. They have taken effective action that has led to improved outcomes. Leaders rightly identify English and mathematics achievement as a continuing priority for improvement.

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Achievement Expected standard

Learners are mostly ready for their next stage of education or employment. They progress to destinations that are well matched to their aspirations and career goals. Supported interns progress to paid employment. Learners studying vocational qualifications typically progress to higher-level study.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculums for learners with high needs. They use appropriate quality assurance processes and support mechanisms to review the curriculum and implement support for staff where this is required.

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Curriculum and teaching Expected standard

Leaders collaborate effectively with agencies, stakeholders and employers to shape the curriculum offer. They ensure that learners access relevant courses that are aligned to their future career aspirations. Leaders offer a carefully considered specialist ‘Link 2’ programme to support learners to build their personal and employability skills. They ensure that the course and course duration are tailored to meet the needs of the individual learner. Learners then progress to supported internships or vocational courses.

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Curriculum and teaching Expected standard

Leaders ensure that curriculums are sequenced effectively and taught by staff proficient in adaptive teaching strategies. Staff support learners ably. They adapt activities and incorporate strategies effectively to help learners to remain on task and to regulate their emotions.

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Curriculum and teaching Expected standard

Tutors mostly use appropriate assessment strategies. They typically provide learners with constructive feedback that helps them to improve their work. Tutors provide tailored written or oral feedback to supported interns to ensure it is accessible to the individual. Learners acquire considerable new knowledge and skills. Learners studying construction gain practical joinery skills swiftly to create wooden framing for plaster boards. In catering, learners with no prior cooking skills prepare meals to be served in the college restaurant. Learners are prepared well for their next steps and mostly progress to further study or employment.

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Participation and development Expected standard

Learners with high needs typically work in environments that are safe, respectful and well managed. Staff use effective teaching and support strategies to help learners understand and apply safe working practices, particularly in practical settings such as catering and construction.

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Participation and development Expected standard

Staff have high expectations for learners' behaviour. They provide targeted support and structured interventions that help learners to regulate their behaviour. Learners are respectful to staff and peers and establish positive working relationships.

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Participation and development Expected standard

Leaders and staff respond proactively to the challenges faced by learners that impact on their attendance. They identify causes of low attendance rates such as anxiety or health needs. Staff then implement tailored solutions, including modified timetables and collaboration with parents, carers and external professionals. These interventions help learners to catch up and remain in learning.

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Participation and development Expected standard

Leaders offer learners a broad range of wider development opportunities, including vocational taster sessions, trips and work-based projects. Learners value these opportunities that help them to build their aspirations, teamwork and leadership skills.

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Participation and development Expected standard

Learners with high needs receive tailored careers information and guidance. Learners on supported internships benefit from meaningful work placements that equip them with the skills required to achieve their employment goals.

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

Learners and apprentices value being taught by knowledgeable tutors in welcoming environments. They appreciate the college’s warm and collegiate culture where they establish firm friendships and positive relationships. Learners studying professional cookery work collaboratively with their peers from different course levels in practical sessions. Learners from higher-level courses mentor their peers in the professional kitchen and in the college restaurant. Learners’ passion for their subjects permeates their wider lives. They prepare dishes such as potatoes dauphinoise independently at home.

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

Learners studying A levels generally enjoy their courses. They value the small class sizes on many courses as this provides them with more individualised support. Learners mostly acquire the knowledge and skills that they need to progress to their intended next steps. They explore topics critically and evaluatively and engage in academic debates. Learners have clear and ambitious career goals and look to progress to university courses or degree apprenticeships. Around three quarters of learners studying A levels progress to their first- choice destinations. However, too few learners achieve A* to B grades.

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

Learners and apprentices are polite, respectful and motivated to succeed. Learners studying A levels demonstrate attentive and studious attitudes in lessons and contribute thoughtfully to classroom discussions. Learners studying musical theatre are exceptionally enthusiastic about performing arts and the progress that they are making across all disciplines. They work hard to hone their skills and support their peers, with the expert help of their teachers.

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

Learners studying T-level courses grow in confidence and make positive contributions to their workplace. Learners studying T-level health complete clinical support worker tasks while on placement, including working alongside the nursing staff to run a bay on a ward, carrying out observations and undertaking electrocardiograms. They carry out community visits and support occupational therapy assessments.

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

Adult learners studying short online courses value highly the flexibility of lesson start and finish times. This enables them to dedicate time to their studies alongside their wider commitments. They appreciate tutors who inspire them to progress in their chosen career. Adult learners mostly progress to higher-level study or employment.

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

Apprentices benefit from tutors with significant industry expertise who enable them to apply theoretical concepts to practical contexts. Apprentices who complete their apprenticeship mostly achieve, with just over half achieving merit or distinction grades.

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

Learners with high needs on specialist programmes enjoy their courses. Supported interns are proud to be on their programme and feel valued as integral members of the workforce. Leaders offer ‘Link 2’ specialist programmes designed to build learners’ personal and employability skills. Learners on these programmes value meaningful work experience opportunities that help prepare them for future study and employment. They gain confidence, improve their social and communication skills and make new friends.

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Next steps

Leaders should continue to improve qualification achievement rates for young learners and learners with high needs studying GCSE English and mathematics. Leaders should implement actions to improve the progress that A-level learners make from their starting points so that they achieve the highest grades. Leaders should improve the precision of the targets set for apprentices to ensure that they make rapid progress from their starting points and achieve their apprenticeship in the planned time frame. Leaders should continue to implement actions designed to further reduce staff workload.

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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 leaders, managers, tutors, support staff, learners, apprentices, governors, stakeholders and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Kendal College is a small general further education college located in Kendal, Cumbria. The college has 3 campuses in the town. These are the Milnthorpe Road campus, the Arts and Media campus and the Westmorland campus.

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About this inspection

At the time of the inspection, there were 1,342 learners on education programmes for young people. These learners study a range of vocational courses from level 1 to level 4. This includes T-level courses in finance, management and administration, design and development for engineering and manufacturing, animal management, education and childcare, agriculture and health.

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About this inspection

There were 346 adult learners studying a range of vocational courses at the college’s town campuses or short courses online.

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About this inspection

There were 639 apprentices studying across a range of apprenticeships from levels 2 to 5. Most apprentices study at levels 2 and 3, with the highest number of enrolments in care professions, agriculture and professional services.

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About this inspection

There were 75 learners for whom the college received high needs funding. Eighteen learners study specialist programmes. Most learners study a range of vocational programmes at the college at level 1 or level 2.

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Team inspectors:

Anita Pyrkotsch-Jones, His Majesty's Inspector Helen Whelan, His Majesty's Inspector Maggie Fobister, Ofsted Inspector Tracy Gillett, Ofsted Inspector Peter Wood, Ofsted Inspector Liz Greenhalgh, Ofsted Inspector Emma King, Ofsted Inspector Paul Bagnall, Ofsted Inspector Alex Lang, Ofsted Inspector Thalia Bell, Ofsted 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

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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