Wigan and Leigh College

Wigan and Leigh College

Address: Centre for Advanced Technical Studies (CATS), Parson's Walk, Wigan, WN1 1RP Unique reference number (URN): 2827123

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Achievement Strong standard

Trainees develop highly relevant knowledge and teaching skills that they apply effectively within their own teaching. They develop a clear understanding of behavioural management strategies and deploy these well in their lessons. They gain a clear understanding of the barriers faced by learners and strategies to overcome these.

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Achievement Strong standard

Trainees all develop a clear understanding of the realities of teaching, and this prepares them very well for their next steps. They are fully committed to a future in the profession. They understand their statutory safeguarding responsibilities well.

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Achievement Strong standard

Trainees reflect carefully on their performance, and seek feedback from mentors and colleagues. They identify their strengths and areas for improvement and take rapid and effective steps to improve their practice. A high proportion of trainees complete their teacher training and move into teaching roles.

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Curriculum, teaching and training Strong standard

Leaders design the curriculum expertly. They set out a broad range of knowledge and skills in manageable chunks and sequence these sensibly. Teacher educators organise topics and resources well, ensuring that trainees can access them easily. They scaffold complex concepts effectively, and additional online materials give trainees practical guidance on how to apply specific teaching strategies.

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Curriculum, teaching and training Strong standard

Teacher educators regularly contextualise topics so that trainees understand how to apply theoretical ideas to their own teaching. Mentors consistently help trainees to embed new knowledge and skills in their subject areas. All trainees benefit from frequent opportunities to practise and refine what they learn.

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Curriculum, teaching and training Strong standard

Leaders plan a curriculum that helps trainees understand the barriers to learning their learners may face. They ground this in relevant and current research. Trainees research specific learning needs and strategies to support learners with these needs, presenting their findings at the start of training sessions. As a result, trainees develop a strong understanding of these themes and apply their learning effectively in their lessons.

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Curriculum, teaching and training Strong standard

Leaders embed safeguarding themes throughout the curriculum. They ensure that trainees understand their statutory duties and the responsibilities these carry. Trainees can confidently explain the signs of concern and outline the correct reporting procedures that contribute to creating a safe and supportive learning environment.

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Curriculum, teaching and training Strong standard

Teacher educators draw on a wide range of up-to-date and relevant research. Trainees gain a secure understanding of research concepts and use relevant theories in their written assignments. They think carefully about how to apply these theories to their own lessons and can justify their decisions clearly.

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Curriculum, teaching and training Strong standard

Teacher educators demonstrate strong subject knowledge and skill. Their teaching reflects their understanding of educational research and theory. They model a range of approaches confidently, including mini whiteboards, discussion and retrieval practice.

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Curriculum, teaching and training Strong standard

Teacher educators and mentors assess trainees' understanding frequently through in-class tasks, written assessments, presentations and observations of teaching practice. They use this information consistently to provide clear guidance that helps trainees improve. Leaders have adapted their approach to assessment in response to trainee feedback.

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Curriculum, teaching and training Strong standard

Trainees receive high-quality subject and pastoral mentoring. Mentors receive clear guidance on how to support trainees, are introduced to the curriculum and receive monthly previews of upcoming content. They help trainees to reflect carefully on their performance, identify their strengths and areas for improvement and adapt their practice accordingly.

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Inclusion Strong standard

Leaders foster a positive and highly inclusive culture in which trainees feel genuinely welcomed, respected and confident to articulate their individual needs. Trainees consistently feel part of a supportive and cohesive learning community.

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Inclusion Strong standard

Leaders and staff identify trainees' needs at the earliest opportunity through clear disclosure routes, a well-structured recruitment process and purposeful mentor support. They implement highly effective tailored support plans that swiftly reduce trainees' barriers to learning and wellbeing.

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Inclusion Strong standard

Leaders have implemented a proactive, coherent and systematic approach to review trainees' individual needs and support. Teacher educators and mentors act decisively to make reasonable and purposeful adaptations to meet the needs of all trainees. Trainees with barriers to their learning achieve very well and in line with their peers.

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Inclusion Strong standard

Leaders provide a broad range of well-targeted training on inclusive practice for teacher educators, mentors and trainees. Trainees apply the inclusive strategies modelled by teacher educators effectively, adapting them to meet their own needs and the diverse needs of the learners they teach.

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Inclusion Strong standard

Trainees receive high-quality guidance to support their learning and wellbeing. They receive clear, timely information about academic, pastoral, safeguarding and wellbeing support through newsletters, weekly teaching sessions, mentor meetings and consistent college- wide communication.

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Leadership Strong standard

Leaders have a clear and ambitious vision for their curriculum, directly addressing national workforce challenges and ensuring a strong pipeline of highly skilled teachers for the further education sector. Leaders are ambitious about their future priorities, such as to further enhance mentoring practice so that it is exemplary and sustained over time.

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Leadership Strong standard

Leaders and governors have a secure understanding of their respective roles. Governors provide incisive challenge and robust oversight, routinely scrutinising reports, performance data and curriculum action plans. Governors provide highly effective support and hold leaders to account to drive further improvement.

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Leadership Strong standard

Leaders rigorously implement safer recruitment practices. They conduct thorough screening of all applicants before trainees begin the programme. As a result, only individuals who are demonstrably suitable and safe to work with learners progress into training.

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Leadership Strong standard

Leaders evaluate the provision with systematic rigour. They draw intelligently on surveys, student forums, curriculum reviews and placement intelligence to identify strengths and respond swiftly to emerging risks.

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Leadership Strong standard

Leaders provide highly effective professional learning opportunities for mentors and staff, such as university-led mentor training and level 7 degree training for teacher educators. This sustained investment ensures that staff and most mentors are fully equipped to deliver high- quality training.

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Leadership Strong standard

Leaders create a safe, respectful and highly supportive working environment where staff feel valued and protected from bullying, harassment and discrimination.

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Next steps

Leaders should continue to further develop targeted pedagogical approaches to teacher training and mentoring practice so that practice becomes exemplary and has a transformational impact on trainees' learning. Leaders have developed highly effective partnerships with a wide range of organisations, including alternative provision settings and offender education providers to give trainees diverse experiences that broaden their expertise.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders set high expectations for trainees' professional conduct, including attendance. They communicate these clearly through a robust code of conduct, against which they frequently review trainees' performance.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees benefit from strong pastoral mentoring that supports both their academic progress and their mental health and wellbeing. They know how to access further help when needed. Staff respond promptly and appropriately when trainees face challenges, ensuring trainees continue to make progress.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees feel safe. They do not experience discrimination, bullying, harassment or victimisation, and they trust staff to act swiftly if concerns arise. They benefit from a positive, caring culture that is embedded across all aspects of the programme, including teaching, mentoring and placements.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees consistently demonstrate high levels of professionalism and integrity. Trainees learn how to safeguard themselves, including how to protect their privacy online. They are well prepared for professional practice.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders include curriculum content that helps trainees manage their workload effectively. This includes sessions led by experienced further education staff and guidance on using artificial intelligence to support planning and resource development. Mentors provide consistent and effective personal support. As a result, trainees manage their workload well.

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What it's like to be a trainee at this provider

Trainees benefit from a rewarding developmental journey, characterised by rapid professional growth, increasing responsibility and continual reflection on their teaching practice.

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What it's like to be a trainee at this provider

Trainees build their confidence in planning, behaviour management, and evaluating learning that meets diverse learner needs. They establish routines and respond consistently to low- level disruption while on placements. They benefit from structured mentoring and observe

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Team inspector:

Russ Henry, His Majesty's Inspector experienced practitioners, which helps them refine their professional identity and understand what high-quality teaching looks like in real settings.

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Team inspector:

Trainees demonstrate resilience and a strong commitment to improving their practice, although the workload and pace can feel demanding. They develop a clear sense of moral purpose as they begin to see the positive impact of their teaching on learners' progress and confidence.

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Team inspector:

Trainees are well-supported during the taught elements of the course and while on placement. They value the accessibility of teacher educators and mentors, who respond quickly to concerns and provide clear, practical guidance that helps them develop and apply their learning. This creates a strong sense of belonging, particularly for those entering teaching from industry or returning to study after a long break.

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Team inspector:

Trainees appreciate that they can ask questions, admit when they are unsure, and seek help without judgement. This culture of openness and transparency enables them to take risks in their practice, learn from mistakes, and build confidence in a safe and developmental environment.

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Team inspector:

Trainees learn how to plan inclusive, responsive teaching that meets the needs of learners with barriers to learning. The curriculum emphasises safeguarding and professional responsibilities, ensuring trainees understand their role in creating safe and supportive learning environments.

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Team inspector:

Trainees benefit from structured opportunities to share their experiences with peers. Regular reflective discussions, networking events and collaborative problem-solving sessions help trainees feel connected to a wider professional teaching community.

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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 senior leaders, managers, trainees, teacher educators, mentors, employers and key stakeholders during the inspection.

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About this inspection

Trainees in the further education phase can complete either a one ‑ year full ‑ time PGCE or certificate in education, or a two ‑ year part ‑ time route for the same qualifications. There were 25 trainees in scope for the inspection.

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Facts and figures used on inspection

This 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 training. 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 training.

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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. 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 .

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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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