New College Doncaster

New College Doncaster

Address: Hurst Lane, Auckley, Doncaster, South Yorkshire, DN9 3HG Unique reference number (URN): 144714

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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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Inclusion Strong standard

Leaders are uncompromising in their vision to enhance the college experience of all students, regardless of their circumstances. Leaders allocate financial resources very effectively to enable disadvantaged students to attend university trips and obtain free travel to college.

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Inclusion Strong standard

Leaders have developed comprehensive systems and practices so that they quickly and accurately identify students’ additional needs and potential barriers. Leaders carefully plan students’ transition from school to college. All students, particularly those with high needs, benefit from high-quality individualised support as soon as they arrive.

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Inclusion Strong standard

Leaders provide staff with training in how to assess and adjust support for students with special educational needs and/or disabilities (SEND). Teachers and tutors skilfully adapt their teaching. For example, teachers of A-level mathematics give students with SEND step- by-step support to help with multi-part problems. As students improve their working memory, they complete these problems independently and support is tapered off. Teachers and tutors encourage independence and provide support for only as long as necessary.

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Inclusion Strong standard

Leaders and designated teachers work very effectively with local authorities to ensure that children in care are very well supported. They monitor personal education plans well to ensure that students’ ambitions are central to the decisions leaders make.

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Leadership and governance Strong standard

Leaders have skilfully developed a high-quality curriculum offer that meets the needs of students with a range of educational experience and prior attainment. Leaders engage well with relevant stakeholders, such as employers and universities. Heads of faculty tailor each subject's curriculum to align with the needs of the economy and university requirements.

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Leadership and governance Strong standard

Leaders use evidence from comprehensive quality assurance processes to develop a detailed understanding of key strengths and areas for development. Where improvement is needed, leaders take swift action. This includes improvement plans in a small number of A- level courses, which has already resulted in improvements to the student experience in these subjects.

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Leadership and governance Strong standard

Experienced governors set an ambitious vision across the trust for high-quality inclusive education that supports social mobility. Leaders keep governors well informed about all aspects of the provision so that they can provide appropriate support and challenge.

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Leadership and governance Strong standard

Leaders have forged extremely effective relationships with the other colleges in the trust. Teachers benefit from joint professional development activities, such as ‘magpie days’, where they meet their counterparts at the other colleges to share good practice. Leaders and instructional coaches help teachers develop their practice further through a well- planned professional development programme. This contributes to a consistently high standard of education across the college. Leaders take staff workload and wellbeing very seriously. They plan assessment and marking periods in partnership with staff. Leaders and heads of faculty have successfully introduced a staff wellbeing hub. Staff feel valued. They are proud to work at the college.

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Achievement Strong standard

Students achieve very well. They gain their qualifications and develop substantial new knowledge and skills, regardless of their background. Students with special educational needs and/or disabilities thrive. They typically perform even better than their peers. Most of the few learners who arrive without a grade 4 or above in GCSE mathematics and/or English achieve a higher grade during their time at the college.

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Achievement Strong standard

Students taking vocational qualifications make substantial progress from their starting points. In a few A-level subjects, students do not make as extensive progress. However, these students achieve well in their other subjects and can make ambitious choices about their next steps.

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Achievement Strong standard

Students consistently produce high-quality written and practical work that goes beyond the expectations of their courses.

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Achievement Strong standard

Staff prepare students very well for their next steps. The vast majority go on to positive destinations, such as universities and degree apprenticeships.

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Curriculum and teaching Strong standard

Leaders have a clear vision for their ambitious curriculums. They understand the educational and economic context of their region well and offer a broad range of carefully selected subjects. Students, including those who face disadvantage and those with a range of starting points, work towards the qualifications, skills and knowledge that they need to enter higher education or other aspirational destinations.

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Curriculum and teaching Strong standard

Heads of faculty and teachers design and teach well-sequenced courses. Teachers plan learning carefully so that students frequently revisit prior learning and connect this to more complex concepts. For example, in A-level mathematics, students solve complex exponential relationship problems fluently, drawing on previously developed calculus skills. In all subjects, students build secure and sustained understanding while developing excellent independent learning behaviours.

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Curriculum and teaching Strong standard

Teachers use assessment very effectively to assess students’ knowledge and skills. They skilfully use the results of tests and mock exams to refine their teaching. Teachers check students’ understanding frequently and use well-targeted, probing questioning to deepen their thinking. Across all courses, they provide students with precise, constructive feedback on their assignments. Students respond well to this feedback to improve the accuracy and sophistication of their work.

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Curriculum and teaching Strong standard

Curriculum managers and teachers know students extremely well. They have the same high expectations for all students. Teachers and tutors use their well-developed understanding of students’ needs to adapt teaching and provide targeted support. They break learning into manageable steps, so that students with special educational needs and/or disabilities or other barriers to learning remain focused and make the same sustained progress as their peers.

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Curriculum and teaching Strong standard

Teachers have high levels of subject and teaching expertise. They explain complex concepts clearly and model processes accurately. They prioritise the development of subject-specific vocabulary well. For example, in sport, teachers routinely test students on the terminology related to energy systems in the human body. Sport students quickly gain a broad specialist vocabulary. Elsewhere, teachers expertly use methods, such as retrieval grids, quizzes and mini whiteboard exercises, to help students remember subject-specific knowledge. Students apply specialist language fluently in their written and spoken communication.

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Participation and development Strong standard

Leaders foster an inclusive, welcoming culture, where students feel safe and respected. Staff do not tolerate bullying or discrimination. In turn, students demonstrate kindness and consideration towards one another, staff and visitors. Their behaviour is impeccable.

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Participation and development Strong standard

Students attend extremely well. They arrive punctually and take part positively in lessons. Students work diligently in the calm, well-equipped study spaces, where they can focus on their studies in peace.

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Participation and development Strong standard

Leaders embed careers education very effectively in the curriculum. Students frequently meet employers at careers events and work experience placements. They become confident about the range of education and career options open to them. Most plan to go to university. Tutors make sure that students understand all aspects of the university application process from selecting the right course to the application and student finance. Leaders have recently strengthened their work related learning offer so that more students can benefit from high-quality work experience placements.

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Participation and development Strong standard

Leaders and tutors have developed a carefully planned personal development curriculum. This includes a wide range of enrichment opportunities that greatly enhance students’ experiences. They benefit hugely from activities, such as university masterclasses, competitions and educational visits. These opportunities broaden their interests and support their preparation for their next steps.

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Achievement Strong standard

Students with high needs make rapid progress towards meeting their education, health and care plan outcomes. They achieve their qualifications very well. They also meet their wider targets so that they are well prepared for their next steps. Students move on to positive destinations, including university, apprenticeships and employment.

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Achievement Strong standard

Students gain valuable skills. They learn sensible routines and highly effective study habits. Students develop effective strategies to regulate their emotions and communicate well with a range of people. They make friends, becoming ever more confident. Students learn to travel independently and are optimistic about their futures.

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Achievement Strong standard

The work that students produce is of a high standard and reflects the new knowledge they have learned and their developing academic writing skills. For example, in law, students’ essays demonstrate their understanding of the influences that can lead to legal change. They use legal terminology precisely and cite legal precedents accurately.

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Curriculum and teaching Strong standard

Leaders meet a local need for high-quality and ambitious provision for students with high needs. They ensure that students enrol onto courses that are tailored to meet individual needs and aspirations. Students with high needs have the same, high-quality educational experience as their peers. Leaders foster positive and productive relationships with students, their parents and wider support services. For example, they work closely with the local authority and external specialists to put support in place to meet the needs of students who have an education, health and care plan. Staff review support frequently and adjust it as necessary, always prioritising students’ independence.

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Curriculum and teaching Strong standard

Teachers and learning support staff know the barriers to learning that each student experiences very well. They are clear about their role in helping students to overcome them. They make very helpful adaptations to teaching and create inclusive classrooms, including for wheelchair users and hearing-impaired students. Teachers carefully plan the way in which they teach new information, so that students learn underpinning concepts before applying them in different contexts. For example, teachers make sure that students of early childhood studies understand types of play and child development. They can then recognise the impact of cognitive, emotional and social development on young children. Teachers challenge students to discuss the relationship between a parent and teacher and the influence of wider cultures on child development. Across all courses, students build their confidence to apply new concepts to more complex

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Curriculum and teaching Strong standard

Teachers use their skills very well in and beyond the classroom to support students to develop strong analytical and theoretical skills. They teach students the study skills they need to be effective, independent learners. Teachers expect students to conduct independent learning between lessons and students respond well to these expectations. Students arrive at lessons prepared, having previewed new topics and reviewed previous content.

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Curriculum and teaching Strong standard

Teachers provide useful feedback on students’ assessed work that helps them to develop strong writing skills over time. They help students with strategies, such as using a notetaker to support their research when they plan essays. Students become adept at writing evaluative, well-researched assignments.

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Participation and development Strong standard

Leaders have carefully planned and implemented a highly relevant personal development curriculum. Tutors teach students valuable information, such as healthy relationships and keeping safe online. Tutorials help students to develop academically and in their personal lives.

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Participation and development Strong standard

Students attend college very well. Staff have high expectations. Where necessary, they make reasonable adjustments, such as amending timetables to support attendance.

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Participation and development Strong standard

Knowledgeable tutorial and careers staff support students very well to plan their next steps. They arrange trips to universities so that students can make informed choices about the most suitable course and university. Staff help parents and carers to understand university finance so that they feel confident in their young person’s choices.

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Participation and development Strong standard

Staff encourage students to go out of their comfort zone to build resilience and prepare them for adult life. For example, students proudly take roles as revision coaches to help their peers in the run-up to examinations. Students participate in a varied range of activities, such as sports and exploring cyber science. Students broaden their knowledge and skills, have fun and make friends.

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Participation and development Strong standard

Students with high needs have not experienced bullying and harassment or derogatory comments. They know how to report concerns and get help should they arise.

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

Students thrive at New College Doncaster. They work hard in lessons and in the communal working areas and enjoy the vibrant social spaces. They like having the opportunity to join clubs and sports teams, where they make friends with students from different faculties. They take pride in the college, supporting their sports teams when they play in ‘varsity’ competitions against the other colleges in the trust.

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

Students are happy with the teaching they receive in lessons and tutorials. They quickly gain new knowledge and skills and achieve their qualifications. Students with high needs and those with special educational needs and/or disabilities achieve at the same high rate as their peers. Students work hard in between their lessons. Teachers set them carefully planned homework tasks through which students develop self-reliance. Students become more resilient as they learn how to solve problems independently.

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

Students feel a keen sense of belonging to the highly inclusive college community. Staff support students with barriers to their education extremely well so that they are not disadvantaged. For example, staff visit work experience placements to ensure that settings meet the needs of students with disabilities. The small number of students with high needs are assisted very effectively to participate in trips and visits.

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

Tutors help students gain a secure understanding of social and personal topics. In tutorials and at guest speaker events, students learn about matters that affect their lives, such as how to stay safe as young drivers and the importance of tolerance and respect in modern Britain. They have a clear awareness of how the topics covered may impact themselves and others in the college and wider communities.

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Next steps

Leaders should continue their work to ensure that students make extensive progress in the small number of A-level subjects where this could be improved. Leaders should continue to strengthen their work-related learning programme so that all students benefit from high-quality work experience. Leaders and those responsible for governance should ensure that the education they provide has a transformational impact on the learning and achievement of all students.

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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 trustees, members of the local advisory board, senior leaders, staff, students, parents, employers and local authority staff during the inspection.

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Lead inspector:

Claudia Harrison, His Majesty's Inspector

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Team inspectors:

Rachel Angus, His Majesty's Inspector Tracey Mace-Akroyd, Ofsted Inspector Mark Parton, His Majesty's Inspector Rose Woollard, 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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1483

The inspectors confirmed the following information about the provider:

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New College Doncaster is a 16-19 free school based on one site in Doncaster. It is part of the New Collaborative Learning Trust, which includes 2 other 16-19 academies. The college has 1,491 students, all aged 16-19. There are around 100 learners with special educational needs and/or disabilities of whom 8 are in receipt of high needs funding.

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1483

All teaching takes place in person at the college. Around a third of learners take A-level courses, just over a quarter take vocational courses and the remainder take both vocational and A-level courses together. Just under 50 learners study mathematics or English GCSE alongside their level 3 courses.

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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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