The Sixth Form College Farnborough

The Sixth Form College Farnborough

Address: Prospect Avenue, Farnborough, Hampshire, GU14 8JX Unique reference number (URN): 145057

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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 Exceptional

Inclusion is at the heart of everything leaders and staff do for students and is exceptional. Most notably, leaders use their deep understanding of all of the disadvantaged groups of students relevant to the college to provide high-quality opportunities that they may not otherwise have. For example, students from low socio-economic backgrounds participate in the Inspire programme in which they are mentored by leaders in business, take part in competitions and work on community projects that raise their aspirations for undergraduate study. In addition, leaders and staff use their highly developed data systems to review students’ progress closely and provide highly tailored support quickly for those who need it. All students, including those who are disadvantaged, flourish and thrive.

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Inclusion Exceptional

Teachers are very well trained in strategies that help students with special educational needs, such as neurodiversity, to learn effectively. Through the dynamic support staff provide, learners with high needs acquire the skills and confidence to reduce barriers to learning for themselves.

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Inclusion Exceptional

Staff work very effectively with colleagues and partners to provide high-quality support and opportunities for care experienced students. Because of the unrelenting focus staff have, these students make excellent progress and are confident about their futures.

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Inclusion Exceptional

The support leaders provide for students' mental health and wellbeing is extensive. Along with the mental health first aiders, counselling provision and therapeutic services, staff provide parents with valuable guidance on supporting their child's wellbeing.

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Leadership and governance Exceptional

Leaders’ approach to improving teaching continually is exceptionally effective. In collaboration with staff, they have defined clearly their high standards for teaching excellence that teachers apply consistently well in their lessons. They have embedded a culture in which teachers reflect accurately and deeply on their pedagogy to improve further and make their lessons even better. The professional development leaders provide aligns very closely to these standards and equips staff with the skills they need to be their very best.

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Leadership and governance Exceptional

Leaders and governors have a highly accurate understanding of the college's strengths and priorities for continued improvement. They pursue the highest standards of teaching and student experience relentlessly. Governors monitor and challenge the progress leaders make against their improvement actions with precision. Leaders and governors make decisions that are in the very best interests of students. Leaders' and governors' actions and decisions are rapid, highly effective and sustain high standards.

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Leadership and governance Exceptional

Leaders and governors are attuned well to and care deeply for the wellbeing of staff, whom they value highly. Leaders listen carefully to the views of staff and, where possible, make positive changes. Leaders are mindful of staff workload, empowering managers to make decisions that help staff manage their work. Staff are proud of their roles and enjoy working at the college.

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Curriculum and teaching Exceptional

Across all courses, the quality of teaching is exceptionally high. This is because expert teachers design consistently high-quality, carefully ordered curriculums that build students' knowledge extremely well. They skilfully weave a rich blend of further opportunities into the curriculum, so students acquire valuable additional knowledge and skills that help them in their study and prepare them for higher levels of learning. Teachers inspire students’ curiosity and passion for the subjects they study and extend their knowledge far beyond their qualifications. In French, for example, students wrestle with topical issues, such as immigration and discrimination, in response to films about the marginalisation of young people in France. They do this all in French. Students apply what they have learned fluently because of the depth of subject knowledge they have amassed. In philosophy, students use their understanding of different philosophers' thinking with excellence in their deductive

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Curriculum and teaching Exceptional

philosophical arguments for the existence of God.

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Curriculum and teaching Exceptional

Teachers check what students have learned very thoroughly and correct any misunderstandings they have quickly. They skilfully train students using a variety of methods, such as starter activities, homework and exam practise, to assess their own knowledge with precision. This develops students’ self-analysis skills effectively, making them more independent in their work and prepares them well for higher levels of study and training.

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Curriculum and teaching Exceptional

Leaders make sure curriculums are accessible to all students. They provide students with high-quality academic support, resources essential for learning for those with special educational needs and financial assistance so that those with disadvantages have the technology and equipment they need to participate fully.

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Achievement Strong standard

Students consistently make extensive progress from their starting points. Nearly all students, including those who are disadvantaged, complete their courses and pass their final assessments well, often achieving grades of A and A*.

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Achievement Strong standard

Students acquire a deep and secure understanding of their subjects. They apply what they have learned fluently to different situations. Computing students apply their object- orientation programming skills to create simulators and games using advanced coding languages.

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Achievement Strong standard

The standard of students' work is consistently high. Music students weave reggae, blues and dance skilfully into their compositions. Film students use their camera and post- production skills very well to produce films of an exceptional standard.

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Achievement Strong standard

With their knowledge, skills and confidence, students are very well prepared for their next steps. Nearly all students, including those who are disadvantaged, move on to further learning and work successfully. Many students progress to highly competitive courses at prestigious universities or highly sought after apprenticeships.

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Participation and development Strong standard

Students grow in character, develop their identities and widen their horizons during their time at college. This is because leaders and staff create a very welcoming college, where students are encouraged to be themselves, meet new people and try new things, preparing them very well for university, training or employment.

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Participation and development Strong standard

Students fulfil fully the very high expectations leaders set. Their behaviours are exemplary, and their commitment to study is first class. Students are highly motivated and most attend very well, although this is not always the case for year 2 students in tutorials. This is because teaching is excellent and students are keen to learn.

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Participation and development Strong standard

Students participate well in an extensive range of enrichment opportunities. They greatly enjoy celebrating diversity on Culture Day. Disadvantaged students participate in entrepreneurial workshops and are mentored by industry leaders. Students aspiring to highly competitive universities meet with alumni and extend their knowledge when they visit museums of culture and art.

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Participation and development Strong standard

Leaders and staff embed high-quality careers education throughout the curriculum. Tutors and advisors coach students adeptly to think about their futures. Guest speakers, such as university professors and business professionals, give students insights into their industries and specialisms. Students participate in high-quality destination-based activities as part of their "Prospects Diploma", which prepares them well for their next steps.

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Achievement Exceptional

Students make consistently excellent progress from their starting points towards the outcomes in their education and health care plans. Staff monitor students’ progress against targets rigorously, revising them frequently so they remain demanding. Students respond very well, extending their knowledge, skills and behaviours, exceeding their personal goals successfully. Students gain independence and are confident to advocate for themselves. The progress students make has a transformational impact on their readiness for their next steps. They go on to university courses, apprenticeships and careers, fulfilling their aspirations.

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Achievement Exceptional

Through their determination, hard work and the high-quality support staff provide, learners overcome the challenges they face and gain in-depth knowledge that they apply fluently in their work. The standard of the work they produce is consistently high. Because of their mastery of the knowledge and skills they have learned, students achieve their qualifications exceptionally well, often surpassing the high expectations staff set for them.

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Curriculum and teaching Exceptional

Leaders and staff provide excellent and closely tailored curriculums that have a transformational impact on students, who achieve and surpass their personal and academic targets. They provide substantial additional learning and support that is informed extremely well by thorough assessment of students’ needs. Staff who teach and support students collaborate exceptionally well together, and with external specialists, to overcome the barriers students face. Because of the care leaders and staff take to get the curriculums and support right, students take part in college life more than they imagined they would, and they have ambitious plans for their futures.

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Curriculum and teaching Exceptional

Leaders match staff expertise with students' needs very carefully so that meaningful working relationships are built strongly and quickly. Staff teach complex topics carefully and thoughtfully that in some cases are difficult or sensitive for students. Teachers sequence learning very effectively so that students have time to practise or apply what they have learned. They structure lessons so students are familiar with the format in which they learn. They frequently remind students of previous learning where they have used similar techniques, helping students to recall what they have learned.

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Strong standard

Expert staff provide teachers with highly effective support so they can work with students effectively. Staff and teachers collaborate exceptionally well to assess students’ knowledge and skills and fill any gaps in learning they may have. They quickly and routinely share changes in students’ needs and behaviours, the progress students make and the teaching strategies that have the greatest positive impact. As a result, all staff support students extremely well.

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Participation and development Strong standard

Leaders and staff create a purposeful, inclusive and inspirational place for students to learn, belong and thrive. Spaces to study are calm, and staff welcome students when they arrive.

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Participation and development Strong standard

Leaders and staff are extremely ambitious for all students and never reduce the expectations they have of them. All students are motivated highly to participate, taking on tasks and activities fully, following instructions obediently and contributing to group discussions confidently. They develop their knowledge of self, they learn strategies for self- regulation and acquire the skills and behaviours to make the most of their time. Students thrive at college.

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Participation and development Strong standard

Leaders and staff understand the reasons students may not attend, and they work relentlessly to help students overcome the barriers they face in coming to college and being in classes. They provide sensory spaces to help students reduce the anxiety they feel before lessons and support students in their transition back into college and classes. Where needed, staff arrange alternative options for learning so that students’ progress is not impacted if they miss a class.

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Participation and development Strong standard

Students participate in a wide range of high-quality enrichment activities to develop their resilience, confidence and independence. These include alpaca walking, silent disco and trips, where students build new friendships and develop their social skills.

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Participation and development Strong standard

Staff collaborate with stakeholders very effectively to provide students with comprehensive and tailored advice about their next steps. Students make fully informed choices, they plan for their futures with ambition and their transition to these is smoothed by the professionals they work with.

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

Students are inspired to be their best because of the excellent teaching they receive, the fantastic enrichment activities in which they participate and the full wraparound support staff provide. Students enjoy greatly their college experience, the welcoming communities of people they meet and friends they make. They are confident, ambitious, highly motivated and ready for what they want to do next. Students are curious, eager and passionate about their subjects. They often extend their subject knowledge when they participate in clubs, such as those for debating or dissection. They relish the challenge of applying their knowledge and skills in, for example, sports or science and mathematics competitions, often celebrating victories.

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

Students' mental health and welfare are prioritised highly by staff who care deeply for them. Along with a plethora of support services leaders provide, students also make a positive contribution to the wellbeing of their peers. For example, students train as mental health ambassadors so they can listen with empathy and provide strategies to help their peers overcome exam stresses. Students know how to keep themselves safe and healthy, including in their relationships.

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

Students are altruistic, taking on purposeful social action projects, fundraising for charities and volunteering in their communities. Some students are volunteer call handlers for the Citizens Advice Bureau, while others participate in a range of volunteering in partnership with the local council, such as for a charity enabling those with disabilities to learn to fly.

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

Students contribute fully to the college's safe, diverse and respectful culture, in which difference is celebrated. They demonstrate the values and behaviours important for life in Britain consistently well. They know how to keep themselves safe from the risks of radicalisation. They feel confident to challenge extreme views, such as misogyny.

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

Students who face barriers to learning are helped very effectively by staff and by the decisions leaders have made to help them overcome these. Those from low socio-economic backgrounds build their aspirations through well-considered encounters and experiences that leaders provide and which may not otherwise be available to them. Nepalese students navigate cultural expectations deftly because of the expertise of staff and their community relationships.

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

Students with high needs flourish in the subjects they study alongside their peers. This is because of the excellent teaching and highly effective support staff provide. Staff and teachers know their students very well and adjust the help they provide masterfully, so that students develop independence and readiness for what they want to do next. Learning environments are welcoming, purposeful, calm, inclusive and inspirational.

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Next steps

Leaders should continue to further improve the attendance of year 2 students at tutorials. Leaders should make sure that the actions they are taking to improve the progress that students make on the few courses where it falls below their very high expectations are effective.

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Team inspectors:

Roland White, His Majesty's Inspector Lisa Smith, Ofsted Inspector Emma Leavey, His Majesty's Inspector Sara Woodward, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 28 April 2026

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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 the leaders, managers, staff, students, governors, and education professionals during this inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

The Sixth Form College Farnborough is a 16-19 academy based on a single site in Farnborough, Hampshire. At the time of inspection, there were 4217 students, of which 38 were high needs funded. Students study A-levels and/or vocational courses at level 3 in over 40 different subjects. Mathematics, psychology, business and economics were the A-levels with the largest number of enrolments. In vocational subjects, the largest number of enrolments were in criminology, business and law.

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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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