Hopwood Hall College

CONTENTS

Quality of provision in curriculum and occupational areas

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CONTENTS

How well is the college led and managed?

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CONTENTS

To what extent is the college educationally and socially inclusive?

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CONTENTS

How well are students and trainees guided and supported?

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CONTENTS

Summary of grades awarded to teaching and learning by inspectors

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CONTENTS

Part C: Curriculum and occupational areas

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CONTENTS

Information and communications technology

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CONTENTS

Table 1: Enrolments by level of study and age

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CONTENTS

Table 2: Enrolments by curriculum area and age

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CONTENTS

Table 4: Quality of teaching observed during the inspection by level

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Basic information about the college

Name of college: Hopwood Hall Type of college: General Further Education/Tertiary College Principal: Michele Sutton Rochdale Road Middleton Address of college:

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Basic information about the college

M24 6XH Telephone number: 0161 643 7560 Fax number: 0161 643 2114 Chair of governors: David Bartlett Unique reference number: 130507 Name of reporting inspector: Ruth James HMI Dates of inspection: 24 November-5 December 2003

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Information about the college

Hopwood Hall College was opened in September 1990 as the tertiary college for the Metropolitan Borough of Rochdale. It has two main sites. The Rochdale campus is situated in the town centre of the borough and is a compact site delivering mainly vocational programmes. The Middleton campus is situated five miles to the south of Rochdale centre and close to Middleton. It stands in a 75-acre rural site and provides both academic and specialist vocational and sports-related training. Around 40 community venues are also used by the college. The Rochdale Metropolitan Borough of 205,357 residents is mostly an urban environment with over 5,000 largely small-scale companies providing employment which is typical of the North West. Engineering, textiles, retail and distribution industries are the largest employers, together with health and education in the public sector.

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Information about the college

In 2002/03, there were 2,360 students aged 16 to 18, of whom the majority (1,974) were full time. There were 5,996 adult students, of whom the majority (3,939) were part time. The college offers courses in all areas of learning. There is a joint Centre of Vocational Excellence (CoVE) in early years and childcare with Bury College. Overall, 46% of all students were male and 54% female. For students aged 16 to 18, the respective proportions were 51% male and 49% female. 44% of adult students were male and 56% female and 18% of students were of minority ethnic origin. There is a growing number of international students (120 at the time of the inspection) coming mainly from China, Hong Kong and South East Asia. Within the college, there is a high level of commitment to promoting equality and diversity, reflecting the level of disadvantage in the community it serves. The college's mission is to provide `the widest of range of quality education and training to learners in the

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Information about the college

borough of Rochdale and beyond to ensure they achieve their individual, educational and employment goals, whilst meeting the skills needs of the region.'

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How effective is the college?

Inspectors judged provision to be good in seven of the curriculum areas inspected, and satisfactory in five. The college's main strengths and areas that should be improved are listed below.

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Key strengths

o high pass and retention rates for many courses o effective strategies to widen participation

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Key strengths

o good provision for English for speakers of other languages

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Key strengths

o wide range of provision for young people aged 14 to 16

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What should be improved

o some inaccuracies in management information

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What should be improved

o low achievements for work-based learning

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What should be improved

o unsatisfactory teaching in hospitality

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What should be improved

o insufficient analysis of weaknesses in the self-assessment report

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What should be improved

o low pass rates for level 1 courses for adults

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What should be improved

o insufficient literacy and numeracy provision o weak management of key skills.

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What should be improved

Further aspects of provision requiring improvement are identified in the sections on individual subjects and courses in the full report.

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Quality of provision in curriculum and occupational areas

The table below shows overall judgements about provision in subjects and courses that were inspected. Judgements are based primarily on the quality of teaching, training and learning and how well students achieve. Not all subjects and courses were inspected. Inspectors make overall judgements on curriculum areas and on the effectiveness of leadership and management in the range: Outstanding (grade 1), Good (2), Satisfactory (3), Unsatisfactory (4), Very Poor (5).

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Area Overall judgements about provision, and comment

Science and mathematics Satisfactory. Retention rates for many advanced level courses are high but pass rates for most General Certificate of Education Advanced-level (GCE A-level) courses are low. There are high pass rates for free-standing mathematics units. Some teaching in mathematics, chemistry and human biology is very good. Attendance and punctuality are poor, and quality assurance is ineffective. Engineering Good. Retention and pass rates on General National Vocational Qualification (GNVQ) foundation and national diploma courses are high. There is good development of engineering skills. The enrichment programme is effective and support for students is good. Theory teaching lacks variety and challenge and full-time students do not have work experience. Business and administration Satisfactory. Pass rates are high for some courses, but low for others. Retention rates for most courses are high. Progression to

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Area Overall judgements about provision, and comment

higher level courses and to employment is good. Support for students is good. There is insufficient good teaching, and attendance and punctuality are unsatisfactory in some lessons. Information and communications technology Good. There is much good teaching and learning and students develop good occupational skills. Retention rates are high. Support for students is good. There is a wide range of courses which meets community needs. Pass rates for several courses are declining and for key skills they are low. Hospitality, sports and travel Satisfactory. Pass rates for GNVQ foundation leisure and tourism and first diploma in sport are high. Pass rates for GCE Advanced Subsidiary (AS) physical education and Advanced Vocational Certificate of Education (AVCE) leisure and recreation are low. Retention rates for some courses are low. Resources for sport are good. There are effective strategies to widen participation in sport and

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Area Overall judgements about provision, and comment

good support for students. There is too much unsatisfactory teaching of practical skills in hospitality. Hairdressing and beauty therapy Good. Pass rates for National Vocational Qualification (NVQ) level 1 hairdressing and NVQ level 3 beauty therapy are high, but for NVQ level 2 beauty therapy they are low. There is much good teaching and development of students' occupational skills. Resources and support for students are good. Curriculum management is effective. There are too few clients in college salons. Health, social care and public services Good. There are high pass rates on many courses. Retention rates are low and declining for GNVQ foundation and the certificate in counselling. Some pass rates were low in 2003. There is much good teaching, and good development of skills for employment. Progression is good, and there are productive links with community providers. Some aspects of management are weak for some courses.

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Area Overall judgements about provision, and comment

Childcare Good. There are high pass rates on most courses and much teaching is good. Support for students is good and progression is excellent. Learning resources are good and there are effective links with external agencies and providers. Pass rates for the diploma in childcare and education declined in 2003. Visual and performing arts and media Satisfactory. Retention and pass rates for GCE AS fine art are high. There are low retention rates and low pass rates on some courses. Much teaching is good and there are extensive resources in art and design. Formative assessment is good and enrichment is effective. Students' drawing skills are underdeveloped at advanced level. Some accommodation is unsuitable. Humanities Good. There are high pass rates for General certificate of Secondary Education (GCSE) and GCE A-level psychology. Much teaching is good and the pastoral system is very good. There are declining pass

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Area Overall judgements about provision, and comment

rates for part-time GCE A-level students. Access to audio visual facilities is limited. Curriculum leadership and management are good. English for speakers of other languages Good. Teaching is very good and students achieve well in spoken skills tests. Retention rates were high in 2003. Students' information technology (IT) and language skills are integrated and developed. Widening participation strategies are effective. There are insufficient audio-visual and information and communications technology (ICT) resources and some inadequate recording of progress. Literacy and numeracy Satisfactory. There are good teaching and learning in key skills at level 1. Staff development has improved teaching and learning. Students' support needs are diagnosed well, but some literacy and numeracy needs are not met. There is insufficient use of information and learning technology (ILT). There is too little discrete basic skills

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How well is the college led and managed?

Leadership and management are good. Most student achievement and retention rates are high and most teaching and learning are good. Governors and senior managers have set a clear strategic direction for the college, achieved thorough implementation plans. There is a high level of staff involvement in strategic planning and course review. Improvements in the quality of provision are assisted by effective setting and monitoring of targets. The college has strong local links and partnerships. There are thorough arrangements to promote equality of opportunity and diversity. Communications are good throughout the college. The college has sound finances and maintains a high level of investment in the development of its accommodation and resources. Some aspects of self-assessment lack sufficient analysis of weaknesses and management information reports occasionally lack clarity and accuracy. The management of hospitality provision is unsatisfactory.

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To what extent is the college educationally and socially inclusive?

The college's response to educational and social inclusion is good. There is a high level of commitment to promoting equality and diversity. The college has a well thought out community development strategy and maintains strong links with the local race equality council. Challenging targets are set to raise the profile and improve the college's responsiveness to diversity. Staff and students have comprehensive equal opportunities and diversity briefings. The college has many initiatives to address equality and diversity issues, including strategies to increase progression rates of minority ethnic students to higher education (HE) and better access for those with mobility difficulties. The college has strong links with local schools. Around 400 pupils, aged 14 to 16 from local schools are studying at the college. The college is fulfilling its duty under the Race Relations Amendment Act and the Special Educational Needs and Disabilities Act (SENDA). The college

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To what extent is the college educationally and socially inclusive?

offers a broad range of community provision in 41 community venues. There is insufficient discrete literacy and numeracy provision.

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How well are students and trainees guided and supported?

Support for students is good. Students receive clear information and helpful guidance before and during enrolment. They are assessed to determine additional learning support needs using appropriate initial and further diagnostic testing. Induction is effective for full-time students. Students are made aware of the wide range of support services available, including careers, confidential counselling, social and welfare, and financial assistance. There is a well-developed tutorial programme across the college and all students have scheduled tutorial sessions that include group, small group and individual reviews. There is good tutorial support documentation that provides guidance to tutors and records students' progress. Students place a high value on the support they receive from both specialist support staff and teachers. Bursaries are available to assist students. Some students who need additional literacy and numeracy support do not receive it quickly enough.

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How well are students and trainees guided and supported?

Requests for financial assistance from a small minority of students are not dealt with swiftly.

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Students' views of the college

Students' views about the college were taken into account and a summary of their main comments is presented below:

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What students like about the college

o good opportunities to study locally, both at college and in the community

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What students like about the college

o teachers' availability outside lessons

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What students like about the college

o good induction which helps students to settle into college.

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What they feel could be improved

o unreliable lifts at the Rochdale campus o induction for part-time students

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What they feel could be improved

o lack of access to enrichment activities for some students.

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Other information

The college inspection report will normally be published 12 working weeks after the formal feedback of the inspection findings to the college. Once published, the college has two months in which to prepare its post-inspection action plan and submit it to the local Learning and Skills Council (LSC). The college's action plan must show what action the college will take to bring about improvements in response to issues raised in the report. The governors should agree it before it is submitted to the local LSC. The local LSC should send to Ofsted only action plans from colleges that have been judged inadequate or have been awarded a grade 4 or 5 for curriculum provision, work-based learning and/or leadership and management.

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(Grades 5 to 7) %

Teaching 16-18 68 25 7 19+ and WBL* 70 27 3 Learning 16-18 64 29 7 19+ and WBL* 68 30 2

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(Grades 5 to 7) %

Key: The range of grades includes: Excellent (Grade 1), Very Good (Grade 2), Good (Grade 3), Satisfactory (Grade 4), Unsatisfactory (Grade 5), Poor (Grade 6) and Very Poor (Grade 7).

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Achievement and standards

1. Data on students' achievements were provided by the LSC for 2001 and 2002, and by the college for 2003.

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16 to 18 year olds

2. Enrolments for long courses at levels 1, 2 and 3 were 1,092, 1,416 and 2,280, respectively, in 2001/02. For short courses the figure was 541. Retention rates for long courses at levels 1 and 2 were broadly in line with the national averages for colleges with a high widening participation factor between 2001 and 2003. At level 3, retention rates were above national average in 2001 and 2003, but low in 2002. Retention rates for short courses are consistently high, placing the college in the top 25% of similar colleges for this measure in 2002. Pass rates for long courses at levels 1 and 2 were consistently above national averages between 2000 and 2002, placing the college in the top 25% of colleges for level 1, and the top 10% for level 2 in 2002. At level 3, pass rates have been consistently high. For example, in 2002 the overall pass rate was 9% above national average. In both 2001 and 2002, the college was in the top 10% of similar colleges for level 3 pass rates. In

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16 to 18 year olds

2003, the overall pass rate fell, but still remained above national average. Short course pass rates have generally been significantly above national averages, and in 2002 the college was in the top 25% of similar colleges for this measure. Value added data shows that overall GCE A-level students do better than would be expected on the basis of their prior attainment at General Certificate of Secondary Education (GCSE). Progression to higher level further education (FE) courses, employment and HE is good.

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16 to 18 year olds

3. Many students on vocational courses make good progress to develop appropriate skills. On engineering competence courses, students are able to use machine tools and bench fitting skills to manufacture complex components well. Electrical engineering students install and terminate cables particularly effectively. Foundation level motor vehicle students are able to carry out basic vehicle maintenance tasks. Level 1 beauty therapy students can carry out treatments on face and hands after only eight weeks on their course, and give detailed and accurate explanations for their choice of techniques and products. The work produced by graphic design students is good, and students are skilled in their use of software packages. Childcare students develop good interpersonal and vocational skills in the workplace. Many students also develop the ability to analyse and evaluate and are able to apply their knowledge effectively. Students on performing arts courses develop

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16 to 18 year olds

appropriate skills in assessing their own and others' performances and are able to make astute observations. Music students are knowledgeable and develop good analytical skills. In business, students demonstrate good application of theory by suggesting strategies to improve business communications. A student on a computing course used his skills to design a learning aid for a nephew. Sports students show proficiency in movement analysis and in the execution of practical skills. Travel students have good awareness of the travel and tourism industry and use resources well to research information. There are also many examples of individual achievements. Seven students achieved awards in the United Kingdom mathematical trust senior challenge in 2003. Two students from the pre-uniformed services courses were awarded `best recruit' of their respective armed forces intake. However, there are also examples of poor skills development. Hospitality

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16 to 18 year olds

students have unsatisfactory occupational skills. Some students are poor at peeling and cutting vegetables. In art and design, the standard of the observational drawing and life drawing produced on some level 3 courses is unsatisfactory. Engineering students' drawing and presentation skills are poor.

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16 to 18 year olds

4. The number of work-based learners who successfully complete all aspects of the framework is low. Between 1999 and 2003, only 31% of those who started their learning programme completed successfully. The overall retention rate for work-based learners, during the period between 1999 and 2003, was 59%.

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Adult learners

5. Enrolments for long courses at levels 1, 2 and 3 were 1,197, 1,705 and 1,264, respectively, in 2001/02. For short courses, the figure was 4,230. Retention rates for long level 1 courses were in line with national average between 2000 and 2002 and improved to a high figure in 2003. At level 2, retention rates are consistently high, and in 2002 the college was in the top 25% of similar colleges for this measure. At level 3, retention rates are generally in line with national averages. Short courses, with the greatest number of enrolments, have high retention rates. In 2002, the college was in the top 10% for this measure. Pass rates for long courses at level 1 are low. At level 2, pass rates were high between 2000 and 2002. For level 3, pass rates improved between 2000 and 2002 and were well above national averages for each of the three years. In 2001 and 2002, the college was in the top 10% of similar colleges for both level 2 and level 3 pass rates. The pass rate for level 3 fell in

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Adult learners

2003, but remained in line with national average. Short course pass rates were high between 2000 and 2003 placing the college in the top 10% in 2002. Around a third of the college's small number of Jobcentre Plus clients have moved into employment.

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Adult learners

6. Accountancy students confidently participate in lessons by suggesting data for inclusion into an extended trial balance. Adult management students can effectively apply quality assurance concepts to resolve issues in the workplace. A student on a computer literacy and information technology (CLAIT) course used her spreadsheet skills to support her new business. Students on English for speakers of other languages (ESOL) courses work well to extend their familiarity with written and spoken English and take part in discussions particularly effectively. Students make good progress in developing their personal, social as well as their language and ICT skills.

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Adult learners

7. Twelve teachers at the college, including eight from a minority ethnic background, are former students of the college. Some 90% of the successful level 3 access students in 2003 progressed to university. Two access students won celebration awards presented by the local open college network. A secretarial student was awarded the gold award in the diploma for executive secretaries.

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Quality of education and training

8. Most teaching and learning are good or better. Inspectors observed 265 lessons and visited 12 workplaces to interview work-based learners and employers to assess the standards of teaching, training and learning. Table 4 in Part D shows, 69% of teaching was good or better, 25% was satisfactory and 6% was less than satisfactory. This compares with an average of 63%, 30% and 7%, respectively, for all general FE and tertiary colleges inspected during 2002/03. The profile of grades for learning was slightly different. In 65% of lessons, learning was good or better, in 29% it was satisfactory and in 6% it was less than satisfactory.

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Quality of education and training

9. Teaching on courses for adults was better than on courses for students aged 16 to 18. In 76% of adult lessons, teaching was good or better and in 3% it was less than satisfactory, compared with 68% and 7%, respectively, for students aged 16 to 18. Full-time teachers provide a higher standard of teaching than part-time teachers. In lessons taught by full-time teachers, 71% of the teaching was good or better and 5% was less than satisfactory. For part-time teachers, 60% of the teaching was good and 11% was less than satisfactory. The highest proportions of good or better teaching were found in ESOL, humanities and childcare. The lowest proportions of good or better teaching were found in business and administration, and literacy and numeracy. The highest proportion of unsatisfactory teaching was found in hospitality where a third of lessons were unsatisfactory.

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Quality of education and training

10. The best lessons are thoroughly planned by teachers. Lesson plans and schemes of work are comprehensive and link effectively to awarding body syllabuses. Teachers use a variety of effective teaching and learning methods, which take into careful account the full ability range of students and their preferred learning styles. There is regular use of questioning to check students' understanding. ESOL teachers use their thorough understanding of students' backgrounds and faiths to prepare very good lessons, which are both culturally sensitive, celebrate diversity and improve language skills. Classroom management by humanities teachers is good. In engineering and hairdressing and beauty therapy lessons, teachers provide good demonstrations of vocational skills to strengthen students' occupational competences. ICT is used to develop students' learning skills effectively by mathematics and ESOL teachers. In literacy lessons for Jobcentre Plus, teachers are able to

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Quality of education and training

develop clients' grammar skills well. In theory lessons for work-based learning, teachers provide learners with good individual support.

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Quality of education and training

11. In the small minority of unsatisfactory lessons, teachers use an inadequate range of teaching and learning methods and do not take sufficient account of the individual learning needs of students. Students find lessons dull and are not stimulated to learn. There is insufficient use of questioning to check understanding. In some lessons in mathematics and science and business and administration, students who are more able are not provided with work which challenges and extends their knowledge and skills. In hospitality, the unsatisfactory planning and teaching of practical work prevents students acquiring good occupational competences. In some numeracy lessons, teachers do not explain adequately what they are doing.

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Quality of education and training

12. Most curriculum areas have sufficient well-qualified and experienced staff. Nine tenths of full- time and two thirds of part-time teachers hold a relevant teaching qualification. The college makes good use of part-time teachers to bring current commercial practice to learning, particularly the specialist coaches in sport and the practising artists in visual arts. The college works successfully with other regional colleges to attract teachers from minority ethnic backgrounds. Incentive payments help to recruit staff for hard to fill posts. Induction for staff is effective. The strong staff development programme includes training for teaching and literacy and numeracy support and for the college's quality assurance system.

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Quality of education and training

13. The college's range of accommodation and resources is appropriate for the provision it offers. Sports facilities are good, especially for boxing. Apart from a few areas, the college is accessible to students with mobility difficulties. In some areas, students' work is well displayed, but in others there are few displays of work or celebration of students' achievements. In addition to the two main campuses at Rochdale and Middleton, the college also uses 40 local community venues. A major programme of building has recently started at the Middleton campus.

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Quality of education and training

14. The two learning resource centres, one on each campus, have a range of satisfactory printed and e-learning materials. Access to the Internet is good, but some books are no longer relevant. Most teaching materials are satisfactory or good, although the quality of presentation is variable. The college IT network extends to all community learning venues. Students appreciate the good ICT facilities. The ratio of computers to students and staff is high. However, there are some staffrooms where the ratio of computers is causing some accessibility problems. There are insufficient computers in classrooms. During the inspection, there was insufficient use of ILT and audio visual equipment.

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Quality of education and training

15. Assessment is well organised and planned effectively. Most curriculum areas provide students with detailed assessment schemes. There is careful monitoring of assessment by curriculum managers. Assessment and monitoring are less effective on ESOL programmes where there is insufficient recording of students' progress. Occasionally a shortage of assessors has hindered students' progress towards their NVQ qualification. Internal verification is generally effective. There is useful feedback from internal verifiers to assessors on assessment practice. Managers and staff regularly review assessment and internal verification procedures to take account of guidance from the Qualifications and Curriculum Authority (QCA) and awarding bodies. Reports from external verifiers and moderators are mostly positive.

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Quality of education and training

16. Assignment briefs are clear. Teachers carefully explain the briefs and marking criteria to students. Occasionally students find the jargon in some briefs difficult to follow. Teachers provide students with regular and timely written and verbal feedback on assignments. Some feedback is detailed and constructive, while occasionally it is too minimal to be of use to students. In some cases, teachers do not correct poor spelling and grammar. Marking is fair and accurate and there is effective moderation of marked work. The appeals' process allows for re-marking by an independent marker. Tutors are good at providing students with effective reviews of progress and establishing action plans to improve their performance. Teachers use the results from initial assessment to identify students' preferred learning styles and this information is used to plan learning in many areas.

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Quality of education and training

17. The college offers a broad and useful range of mainly vocational courses to meet the needs of most students and employers. Courses range from pre-entry to level 4 and allow students to progress and build effectively on prior levels of attainment. There are effective initiatives to increase provision for young people and adults who are not traditionally represented in FE. There is good range of ESOL and ICT courses for a wide variety of local groups, which include minority ethnic communities, single parent groups and tenants associations. The college listens carefully to the needs of these groups and provides courses that are culturally and religiously acceptable. There are some imaginative projects to attract those hard to reach, for example by providing sport for women. The college provides an extensive range of enrichment activities for students. This includes residential team building courses, visits to employers and HE providers, and cultural events and a

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Quality of education and training

programme of sports and recreational activities.

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Quality of education and training

18. In a number of curriculum areas, the links with employers are good. There are close working relationships with employers to provide work-based learning in construction, motor vehicle engineering, and hair and beauty. Work experience is a key part of some full-time programmes, but it is not provided for engineering students. In health and social care, there are well-established work placements in primary schools, nurseries, residential and nursing homes and the National Health Service (NHS). In ICT and engineering, employer links are underdeveloped. Collaboration with other local and regional providers of education and training is strong. The partnership with the local education authority and secondary schools has developed a range of good provision for pupils aged 14 to 16. Over 400 pupils from 14 local schools are on courses, many leading to vocational qualifications. These include manufacturing, engineering and childcare. Some of the teaching is

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Quality of education and training

innovative. For example, in engineering, a hot water powered model boat is used to teach basic fabrication and soldering skills.

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Quality of education and training

19. There are weaknesses in the management and co-ordination of key skills and key skills achievements are poor. There is initial assessment to establish key skills levels and requirements and many students are successful in external key skills tests. However, many fail to complete their coursework and do not gain the qualification. The college has a specialist team to manage the provision across the curriculum areas. Curriculum area teachers provide the key skills teaching and learning. The college has started actions to resolve weaknesses in key skills but it is too early to judge their impact.

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Quality of education and training

20. The college provides a high standard of information to potential students on the courses it offers. There are clear and easy to understand entry conditions and application procedures. Impartial advice and guidance ensure potential students enrol on the appropriate course and level. To help potential student make the correct course decision, the college visits local schools to explain its provision. There is a wide range of taster days and courses with curriculum activities and visits to college facilities so potential students are fully informed about what the college can provide. Summer courses and specialist classes in specific curriculum areas are also available during school holidays. Most students find that induction settles them into their course well. Students proposing to move to HE are provided with a range of services that helps them progress effectively. Students wanting to enter employment or further their training are provided with guidance on modern apprenticeships

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Quality of education and training

and local and national employment opportunities.

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Quality of education and training

21. There is a well-established tutorial programme. Most tutorials are good or better. There is good tutorial support documentation which provides guidance to tutors and records students' progress. Some tutors do not always complete this documentation. Communications between subject teachers and tutors is good. Teachers keep tutors well informed about students' progress. Tutors monitor attendance and punctuality. Actions are taken if punctuality and attendance are unsatisfactory. Parents and employees are kept well informed of student progress and achievement. The diagnosis of additional support needs is good. All students have an initial assessment of their literacy, numeracy and language skills. There is further diagnostic testing for those identified as needing additional support. There has been some delay in providing additional literacy and numeracy support due to staff shortages. Support arrangements for those with learning difficulties and/or disabilities

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Quality of education and training

are good and include signers, care and support workers and specialist equipment. The support team is experienced and well qualified.

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Quality of education and training

22. Students appreciate the college's well-managed range of support and guidance arrangements. These include childcare, confidential counselling, social and welfare and financial support. Bursaries are available to students to assist in the purchase of clothing and equipment. However, in a small minority of cases, there have been delays in responding to requests for financial support and the initial assessment interview.

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Leadership and management

23. Leadership and management are good. Senior managers are successful at maintaining most pass and retention rates at a high level and providing students with good quality teaching and learning. Occasionally they have been less successful. For example, the pass rates for adult students at level 1 have been below the national average for the last three years and there is too much unsatisfactory teaching in hospitality.

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Leadership and management

24. Governors and senior management have set a clear mission and strategy for the college. This is monitored regularly and updated annually. Governors, managers and staff are fully aware of the college's strategic priorities. The strategic plan has a clear set of values. The values cover equality of opportunities, mutual respect, honesty, openness and trust, celebration of success and innovation. The strategic plan is succinct and has clear quantifiable targets which takes careful account of the local social and economic requirements and learning and training needs. To meet these needs, the plan emphasises the importance of maintaining and developing the curriculum areas for early years, ICT, graphics and new media, teacher education, provision for pupils aged 14 to 16, and work-based learning. Detailed implementation plans with measurable milestones and clear responsibilities helps achieve strategic targets.

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Leadership and management

25. The college has strong and extensive partnerships with the local community. There are good external links with local schools, HE providers, local businesses and communities, the local learning partnership, Connexions service and the Rochdale strategic redevelopment partnership. The principal is a member of many of the boards of these organisations. College managers and staff also work with these organisations to help the college maintain effective links with all sections of the community. These links help the college to plan and provide provision, which in most areas is particularly responsive to the requirements of local organisations, businesses and communities.

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Leadership and management

26. The college has a clear management structure and most staff are aware of their responsibilities. Regular timely meetings at all levels, effective college briefings and an informative monthly newsletter to staff and students maintain good communications throughout the college. The college has recently updated its corporate policies. Some, such as the financial policy, are detailed and comprehensive, while others lack sufficient information to provide effective guidance.

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Leadership and management

27. Overall, curriculum management is good in seven of the inspected areas and satisfactory in the others. Curriculum managers mostly manage teaching and learning effectively and have a clear focus on pass and retention rates. Managers have thorough understanding and share the values of the college. Most communicate with their staff well and share examples of good practice. Managers, with their staff, plan the curriculum effectively for most areas of learning. There are some deficiencies in curriculum management. For example, insufficient successful action to raise pass and retention rates for work-based learning, a slow response to changes in awarding body criteria in health and social care and, in hospitality, the failure to appreciate the lack of effective teaching of practical skills.

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Leadership and management

28. The self-assessment process is thorough. Most of the college's key strengths and weaknesses are identified. Students and staff are fully involved in detailed course reviews which inform the self- assessment process. There is a thorough process of validation of the self-assessment report involving governors, managers and staff. The data used to inform the self-assessment process are not always accurate. The self-assessment report is long and has extensive commentary on key strengths, but insufficient analysis of key weaknesses.

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Leadership and management

29. The setting and monitoring of targets are effective. There is a broad range of realistic and challenging targets for enrolment, retention and pass rates, progression, attendance, punctuality, staff training, employer engagement and equality and diversity. The achievement of targets is carefully monitored; most targets are met. When they are not, reasons are sought for the cause of the lack of success and further actions are established to resolve the issue.

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Leadership and management

30. The quality of staff appraisal is varied. Senior management appraisals are thorough and closely link to the college's strategic objectives and implementation plans. Some other appraisals, however, lack adequate quantifiable objectives, and do not distinguish clearly between objectives and staff development needs.

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Leadership and management

31. The college is good at widening participation and promoting equality and diversity. It has strong links with the local race equality council. An equality and diversity group, chaired by the principal, and a disabled access working party meet regularly. These groups consider a broad range of topics and monitor college performance against equality and diversity targets. For example, the equality and diversity group has recently discussed the organisation of residential events to ensure they meet the needs of minority ethnic student groups, in particular Asian women. The college provides staff and students with comprehensive equality of opportunities and diversity briefings. For example, the college has provided useful information to staff and students on Ramadan and Eid. The college has a broad range of initiatives to promote equality and diversity. These include a strategy to increase the number of students from minority ethnic groups progressing to HE. Another initiative has been

p.15

Leadership and management

the successful recruitment of staff from minority ethnic backgrounds. The college meets the requirements of the SENDA and the Race Relations Amendment Act.

p.15

Leadership and management

32. Financial management is good. The college has a sound financial position. There is effective and efficient deployment of resources. The college has maintained a major programme of investment in resources. These include significant development in accommodation and equipment in sport, relocating and re-equipping performing arts, upgrading residential accommodation and investment in ILT. There are termly meetings between finance team and budget holders to review the use of resources. The college offers good value for money.

p.15

Leadership and management

33. The college has established arrangements to collect and provide data on students. This includes information on gender, ethnicity, starts, withdrawals and pass and retention rates. Reports from these data are used to show students' performances for each curriculum area. Most managers use this information to monitor and analyse the performance of students and help them develop actions to improve pass and retention rates. However, during the inspection, some information held by a few curriculum areas lacked clarity and was insufficiently accurate to provide curriculum managers with robust information on the student pass rates.

p.15

Leadership and management

34. Governors are highly committed. They are well informed about the college's key strengths and weaknesses. They bring a mix of good skills to the work of the corporation and its committees. The college has carried out a skills analysis of the governing body to identify the appropriate skills for new board members. Governors have a clear understanding of the distinction between governance and management. There is a strong and open relationship and links between governors and senior managers. Both understand fully their respective roles.

p.15

Science and mathematics

Overall provision in this area is satisfactory (grade 3)

p.16

Strengths

o high retention rates for many advanced level courses

p.16

Strengths

o high pass rates for free-standing mathematics units

p.16

Strengths

o very good teaching in mathematics, chemistry and human biology.

p.16

Weaknesses

o low pass rates for most GCE A-level courses

p.16

Weaknesses

o low attendance and poor punctuality at the start of the day

p.16

Weaknesses

o ineffective quality assurance practices.

p.16

Scope of provision

35. The college offers a range of GCE AS and A-level courses including biology, human biology, chemistry, physics and mathematics. Other courses include GCSE single-award science and mathematics, open college mathematics units (levels 1 and 2), free standing mathematics units (level 1) and life sciences modules which are part of the college's access to HE provision for adults. There are no vocational courses in science. Most science and mathematics students are aged 16 to 18 and attend the college on a full-time basis. There are 276 enrolments on GCE AS and A-level courses and 165 on GCSE courses. Some 28 students are studying for free-standing mathematics units.

p.16

Achievement and standards

36. There are high retention rates on many advanced level courses including GCE AS and A-level physics and mathematics, and GCE A-level biology. For 2003, the average retention rates for these courses was 90% for GCE AS, and 100% for the second year of the GCE A level. Retention rates for GCSE courses were also high in 2003, and A* to C pass rates were above national averages. Pass rates for the level 1 free-standing mathematics units are also significantly above national averages, reaching 97% in 2003. The pass rates for most advanced level courses were low in 2003. For example, in 2003, pass rates for GCE AS biology and GCE A-level chemistry, physics and mathematics were well below national averages. The quality of students' work is generally satisfactory. There are examples of very good individual achievement. In the United Kingdom mathematical trust senior mathematical challenge 2003, one student qualified for the British

p.16

Achievement and standards

Mathematics Olympiad and seven others achieved awards, two gold, two silver and three bronze. Attendance during the inspection was low, at 68%.

p.17

Qualification Level Completion year: 2001 2002 2003

No. of starts * 62 86 % retention * 52 80 Free standing mathematics unis

p.17

Qualification Level Completion year: 2001 2002 2003

% pass rate * 81 97 No. of starts 191 155 194 % retention 62 61 77 GCSE mathematics 2

p.17

Qualification Level Completion year: 2001 2002 2003

% pass rate 44 31 45 No. of starts 96 102 134 % retention 68 68 84 GCSE science 2

p.17

Qualification Level Completion year: 2001 2002 2003

% pass rate 40 61 49 No. of starts 56 17 24 % retention 39 94 96 GCE A-level chemistry and physics

p.17

Qualification Level Completion year: 2001 2002 2003

% pass rate 77 94 78 No. of starts 54 ** 28 % retention 44 ** 100 GCE A-level mathematics

p.17

Qualification Level Completion year: 2001 2002 2003

% pass rate 71 ** 68 No. of starts 57 22 55 % retention 75 41 76 GCE AS biology 3

p.17

Qualification Level Completion year: 2001 2002 2003

% pass rate 53 89 43 No. of starts 23 26 37 % retention 65 77 89 GCE AS physics 3

p.17

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003)

p.17

Qualification Level Completion year: 2001 2002 2003

* course not offered ** fewer than 15 students enrolled

p.17

Qualification Level Completion year: 2001 2002 2003

Note - retention rate for GCE A-level courses measured over two years in 2001, but over one year in 2002 and 2003

p.17

Quality of education and training

37. Most teaching is satisfactory or better and there is some very good teaching in mathematics, chemistry and human biology. In a GCE AS human biology lesson, the teacher's enthusiastic delivery engaged students in learning particularly effectively. Good use was made of questions to named individuals and a mix of theory, practical and discussion activities enabled students to relate enzyme function to protein structure. In a GCE A-level mathematics lesson, students tested their theoretical centre of mass predictions by performing simple experiments on bridges. In mathematics lessons, computers are used effectively. For example, in a level 1 mathematics lesson, students learning about value added tax and true costs reinforced their classwork with individual computer work. In advanced level lessons, groups with a range of cultural backgrounds are focused, enthusiastic and self-disciplined. Teachers respond well to the needs of students for whom English

p.17

Quality of education and training

is not the first language. For example, they carefully explain new, difficult words or technical terms and take account of the different preferred learning styles of students from different cultural backgrounds.

p.18

Quality of education and training

38. Some lessons, however, are unsatisfactory. In one GCSE science lesson, there was inadequate planning and the teacher allowed some students to dominate while others were distracted. The pace was slow and insufficiently challenging. Low attendance and poor punctuality hinder learning. In one lesson, the teacher stopped to recap on information previously covered on four occasions to accommodate late arrivals, frustrating those students present at the start. There is insufficient use of ILT in science.

p.18

Quality of education and training

39. Science laboratories are equipped with appropriate subject-specific resources. Rooms are bright and spacious, although some are in need of refurbishment. Laboratory and corridor walls have science-related posters on display. There are small amounts of students' work on show in biology and chemistry laboratories, but no examples are displayed in physics laboratories. Technician support is good. Laboratories are clean and tidy and there is good attention to health and safety. Staff are suitably qualified. ILT facilities in science are inadequate. There are individual computers in a minority of laboratories, but little use is made of these. There is insufficient access to IT teaching rooms. There is no up-to-date science software and many textbooks are out of date.

p.18

Quality of education and training

40. Students' literacy and numeracy skills are assessed at the beginning of their course and support is provided where necessary. Some teachers make use of initial assessment information in planning lessons. Practical experiments, coursework and past exam questions are all used appropriately for assessment. Students' work is marked thoroughly and teachers give constructive feedback. Value added data is used in individual reviews to set targets, but it is not used by subject teachers in monitoring student progress, for example, in the formal twice-yearly subject reviews.

p.18

Quality of education and training

41. Appropriate advice is given to students before enrolment. Induction is effective. Personal tutorials, particularly individual reviews, are valued by students who also appreciate the strong emphasis on equal opportunities and the cultural diversity at the college. Teachers provide much informal support. Some students with specific learning difficulties experience delays in receiving the support they need. There is a lack of rigour in monitoring attendance and punctuality.

p.18

Leadership and management

42. Leadership and management are satisfactory. Staff understand the mission of the college and share its values. The promotion of equality and diversity is effective. There are appropriate staff development opportunities. Student induction is well managed. Effective curriculum developments include the introduction of free standing mathematics units which develop students' interest in mathematics by giving learning a more practical relevance. Some quality assurance practices are ineffective. Not all teachers are observed regularly. Some teaching staff do not use lesson plans and there is insufficient sharing of good practice. The self-assessment process lacks rigour and the report fails to identify major strengths and weaknesses in retention and pass rates. Staff appraisals also lack rigour.

p.18

Engineering

Overall provision in this area is good (grade 2)

p.18

Strengths

o high retention and pass rates on national diploma and gnvq foundation courses

p.19

Strengths

o good development of engineering skills

p.19

Strengths

o good assessment practice in work-based learning

p.19

Strengths

o effective individual support for students.

p.19

Weaknesses

o lack of variety and challenge in theory teaching

p.19

Weaknesses

o no work experience for full-time students.

p.19

Scope of provision

43. The college offers a range of courses at different levels. At the time of the inspection, there were 118 students on full-time courses, the majority aged 16 to 18. These courses include foundation and intermediate GNVQs in engineering, national diploma in engineering, computer maintenance, an entry level motor vehicle course and a level 1 motor vehicle course. Part-time courses include national certificates in electrical and electronic engineering and in mechanical and production engineering, City and Guilds awards in mechanical production competences, computer-aided design, motor vehicle progression awards at levels 1, 2 and 3 and a motor vehicle certificate of management course. For those in the motor vehicle industry, NVQs at levels 2 and 3 are offered. HE courses are also available. Additional supplementary qualifications are available for national diploma students. No specialist or bespoke courses are offered to local industry. There are 20 students on

p.19

Scope of provision

work-based motor vehicle modern apprenticeship programmes.

p.19

Achievement and standards

44. The retention and pass rates on most courses are above or close to national averages. For the GNVQ foundation engineering and for the national certificates and national diplomas in electrical and electronic and in mechanical engineering retention and pass rates are substantially above national averages. However, the pass rates for the GNVQ in intermediate manufacturing, NVQ at level 2 in vehicle mechanical and electrical systems and the City and Guilds 4351-07 course in computer- aided design have all declined significantly in 2003 from the previous year. Students achieve good standards in their practical work. Students on the City and Guilds 2280 course and the City and Guilds 6938 engineering competence courses are able to use machine tools and bench fitting skills, to manufacture complex components to a high degree of accuracy and finish. Students on the national diploma course are able to install and terminate cables to a good standard, with an

p.19

Achievement and standards

appropriate emphasis on neatness and health and safety. Foundation level motor vehicle students are able to carry out basic maintenance tasks, to a good level of competence and in a realistic time. Students' written work is often good and portfolio work is of an adequate standard. However, students' drawing and presentation skills are generally poor.

p.20

Qualification Level Completion year: 2001 2002 2003

No. of starts 46 40 37 % retention 76 92 73 Awarding Body Consortium (ABC) certificate in motor vehicle studies % pass rate 73 79 70 No. of starts ** 24 25 % retention ** 63 72 GNVQ intermediate manufacturing

p.20

Qualification Level Completion year: 2001 2002 2003

% pass rate ** 93 61 No. of starts 39 29 17 % retention 44 38 83 NVQ in vehicle mechanical and electrical systems % pass rate 53 73 53 No. of starts ** 52 44 % retention ** 94 95 City and Guilds 4351- 07 computer-aided design % pass rate ** 96 69 No. of starts 31 30 32 % retention 74 70 65 National certificate in engineering

p.20

Qualification Level Completion year: 2001 2002 2003

% pass rate * 71 100 No. of starts 38 32 35 % retention 61 75 74 National diploma in engineering

p.20

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003)

p.20

Qualification Level Completion year: 2001 2002 2003

* data unreliable ** fewer than 15 students enrolled

p.20

Quality of education and training

45. There is much good practical teaching. For example, in a GNVQ foundation engineering science lesson, students studying velocity and acceleration produced experimental data from a fixed position bicycle rig. Student participation was encouraged by the competitive elements of the activities and all were actively involved in collecting data and calculating and plotting distances, velocities and accelerations. Many practical lessons involve good development of practical engineering skills. In mechanical engineering lessons an innovative heat engine project is used to develop and assess machining and fitting skills. Students produce the components to a high standard of accuracy and finish. A similar project has been developed for fabrication and welding students and provides them with an equally challenging range of tasks. Additional lessons, by an external speaker, are used to explain the principles of operation of different types of engines. Good use is made of a college

p.20

Quality of education and training

developed interactive computer programme, to explain the use of machining processes and hand tools. Many theory lessons, however, lack variety in teaching and learning activities. Too many are teacher led and fail to interest and challenge students. Insufficient use is made of ILT to support teaching and learning.

p.20

Quality of education and training

46. Staff have appropriate teaching and professional qualifications and relevant industrial experience. There are good computer-aided design facilities and student access to computers is good in most classrooms. Teaching rooms are generally satisfactory and effective use is made of commercial display material. However, there are too few displays of students' work. The motor vehicle workshop has a large floor area, but there are insufficient vehicle lifts and modern vehicles.

p.21

Quality of education and training

47. Student progress is monitored effectively and students make good progress. Written work is marked and returned promptly and written feedback is good. Work-based learners have frequent assessment visits. Employers are appropriately involved in assessment. Internal verification is thorough and effective.

p.21

Quality of education and training

48. There is a comprehensive enrichment programme. Many students take part in sports activities. Visits are arranged to relevant exhibitions and industries. These include, for example, visits to the Manchester Velodrome to investigate the use of modern materials racing cycles. A wide range of residential activities are part of all full-time engineering programmes. These focus on team building, and include outdoor activities, water sports and skiing, as well as engineering. For example, a trip to a Paris theme park is organised to study the design and technology of adventure rides. Many of these opportunities are also available to part-time students. However, there is no work experience for full-time engineering students.

p.21

Quality of education and training

49. Teachers know their students well. They freely make themselves available to students outside of timetabled lessons. Specific individual additional support needs are met by specialist staff, working with vocational teachers in lessons. Personal tutors support their students well. In individual reviews, there is careful monitoring and effective recording of progress, and realistic learning targets are set and advice and encouragement given. Students speak very highly of, and value, this support.

p.21

Leadership and management

50. Leadership and management are good and the curriculum is well managed. There are regular course team and section meetings. The self-assessment report is thorough and broadly accurate, although inspectors did not agree with all the strengths identified. Action is taken to resolve weaknesses. Curriculum managers recognise there are very few female engineering students. They have clear strategies aimed at improving the engineering curriculum and the image of engineering to attract a broader range of students. These include the development of the extensive variety of enrichment opportunities, additional qualifications and innovative and challenging practical activities, and new courses with joint qualifications in computer maintenance and electronics to improve the different progression options.

p.21

Business and administration

Overall provision in this area is satisfactory (grade 3)

p.21

Strengths

o high pass rates for GNVQ foundation business and NVQ accounting level 2

p.21

Strengths

o high retention rates for most courses o good internal and external progression

p.21

Weaknesses

o low pass rates for GNVQ intermediate business, AVCE business (single award), GCE AS business and office procedures level 1

p.22

Weaknesses

o unsatisfactory attendance and punctuality in some lessons.

p.22

Scope of provision

51. The college offers a wide range of full-time and part-time courses from level 1 to HE level. These are available during the day and the evening, at both campuses. Courses lead to business foundation and intermediate GNVQ, AVCE, GCE AS and GCE A-level awards and NVQs in administration from levels 1 to 3. The college has recently introduced a certificate and diploma in business administration. The well-established professional provision includes course for the Association of Accounting Technicians (AAT) and the Chartered Institute of Purchasing and Supply qualifications. The college offers management and personnel courses at postgraduate level. The satisfactory range of specialist courses for employers is provided on their premises. There are just over 1,200 full-time and part-time students, of these 57% are adults.

p.22

Achievement and standards

52. For the three years to 2003, the pass rates for GNVQ business foundation were outstanding. Pass rates for NVQ accounting level 2 and the AVCE (double award) are also high. In 2003, pass rates for GNVQ business intermediate, GCE AS business, AVCE business (single award) and office procedures at level 1 were low and below the national average. Retention rates for most courses are good. Retention rates for business administration courses are significantly above the national averages. The retention rate for NVQ level 2 accounting was also above national average in 2003, but the retention rate for NVQ accounting at level 4 declined by 17% to well below the national average.

p.22

Achievement and standards

53. Most students make satisfactory progress in lessons. Their written work is satisfactory or better. In one GCSE lesson, students demonstrated good application of theory by suggesting strategies to improve business communications. Accountancy students confidently participated in lessons by suggesting data for inclusion into an extended trial balance. Adult management students can effectively apply quality assurance concepts to resolve issues in the workplace. Most students work well independently or in small groups. Progression to HE is good and many students continue to higher level qualifications at the college. One student has moved from GNVQ foundation through higher level courses to a degree course. In some lessons, students' punctuality is unsatisfactory and attendance at lessons is 7% below the national average for this curriculum area.

p.22

Qualification Level Completion year: 2001 2002 2003

No. of starts ** 20 17 % retention ** 80 94 Office procedures 1

p.23

Qualification Level Completion year: 2001 2002 2003

% pass rate ** 69 44 No. of starts 20 20 18 % retention 75 90 88 GNVQ intermediate business

p.23

Qualification Level Completion year: 2001 2002 2003

% pass rate 80 78 47 No. of starts 34 48 34 % retention 79 77 82 NVQ accounting 2

p.23

Qualification Level Completion year: 2001 2002 2003

% pass rate 81 81 82 No. of starts * 41 62 % retention * 73 84 AVCE business (single award)

p.23

Qualification Level Completion year: 2001 2002 2003

% pass rate * 70 42 No. of starts 42 33 42 % retention 69 79 79 NVQ accounting 3

p.23

Qualification Level Completion year: 2001 2002 2003

% pass rate 62 77 56 No. of starts 42 70 61 % retention 81 84 92 GCE AS business 3

p.23

Qualification Level Completion year: 2001 2002 2003

% pass rate 82 69 55 No. of starts 32 20 15 % retention 88 90 73 NVQ accounting 4

p.23

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003)

p.23

Qualification Level Completion year: 2001 2002 2003

* course not offered or did not run ** fewer than 15 students enrolled

p.23

Quality of education and training

54. Most teaching is satisfactory. The better lesson plans make good use of students' preferred learning styles. Teachers of business administration develop students' keyboard skills well to produce work of a high standard. Students' examination techniques are developed by good use of past exam papers. There is effective use of vocationally relevant learning materials for key skills lessons. For example, an exercise in ratios involved apportioning a company's promotional budget to marketing activities. Some teaching is uninspiring and relies too much on teacher exposition at the expense of students' contributions. There is insufficient use of questioning to reinforce and check understanding. Often, students who are more able are not provided with sufficiently challenging work. In other instances, teachers do not develop students' evaluative skills and make little reference to current business issues. There is some use of ILT in a minority of lessons.

p.23

Quality of education and training

55. Most learning resources are good. Teachers hold appropriate subject and teaching qualifications. Opportunities for staff development are good, although not all staff take up the opportunity. Learning centres provide an appropriate range of course texts. Some books are out of date. Learning resources in the curriculum area are not available to all students. Students have satisfactory access to computers for private study. However, in one adult class, students were encouraged to use colour to design a cash flow form, but no colour printer was available to print their work.

p.23

Quality of education and training

56. All full-time students receive a thorough initial assessment. Teachers use this to plan teaching, learning and assessment. The recording of student progress is accurate. Teachers use value added systems effectively to set targets and monitor student achievement on GCE A-level courses. Internal verification for NVQ programmes is good. There is insufficient work-based assessment by observation for NVQ administration. Written feedback to students is variable and does not always indicate how they can improve.

p.24

Quality of education and training

57. Progression routes within the college and to external providers are good. Links with a local university are strong and help students to progress. The college uses meeting with local employers to develop course provision. For example, some administration courses are designed to meet particular local employers' requirements. Local employers provide good opportunities for work experience. Enrichment activities for full-time students include an extensive programme of national and international external visits, sporting activities and short courses. First diploma students have undertaken a course in sign language so they can communicate more effectively with a student with hearing difficulties. Some students cannot attend some enrichment activities because of difficulties with timetables.

p.24

Quality of education and training

58. Students receive good advice and guidance about their courses and personal issues. Students speak highly of the good individual tutorial and daily support available from tutors. Students make good use of the college support arrangement and the referral system to outside agencies including Connexions. There are effective arrangements to identify students' additional learning support needs, but they do not always receive timely support. Most students receive an effective induction. This is not always the case for late starters and part-time students. Parents of full-time students aged 16 to 18 receive written reports on progress and are invited to parents' evenings. Feedback to adult students sponsored by employers is insufficient.

p.24

Leadership and management

59. Leadership and management are satisfactory. Staff are involved in the self-assessment process and target setting. Communications are good. There are regular team meetings. Meetings effectively monitor key performance indicators, for example, student attendance and retention rates. Good use is made of the college intranet and e-mail. There is satisfactory informal sharing of good practice, but no formal arrangements. All staff undertake equal opportunities training, but in some instance this has not been recent

p.24

Information and communications technology

Overall provision in this area is good (grade 2)

p.24

Strengths

o high retention rates o good occupational skills development

p.24

Strengths

o wide range of courses which effectively meets the needs of the diverse community.

p.25

Weaknesses

o low pass rates for key skills information technology

p.25

Weaknesses

o declining pass rates for CLAIT, IBT stage II and national diploma in computer studies.

p.25

Scope of provision

60. The college offers a wide range of ICT courses for full-time and part-time students to meet effectively the needs of the diverse community. Full-time courses in ICT include GNVQ foundation and intermediate, AVCE single and double awards, and GCE AS and A level. Other full-time courses offered are the national diploma in computer studies, City and Guilds IT practitioners and higher qualifications. There are part-time courses at entry and levels 1 and 2 offered in a significant number of locations in the local community. These include entry level ICT, CLAIT, Integrated Business Technology (IBT 2 and 3), desk-top publishing and the European computer driving licence (ECDL). Computer programming is available in the college on a part-time basis. There is also provision for young people aged 14 to 16. Many students enrolling on ICT courses each year have already successfully completed a course at the college. There are approximately 3,000 students in total,

p.25

Scope of provision

55% of whom are women, although most of the full-time students are men.

p.25

Achievement and standards

61. There are high retention rates for most courses. For the GNVQ foundation, intermediate and AVCE in ICT both pass and retention rates are high. Retention rates are also above national averages for CLAIT, IBT 2 and the national diploma in computer studies. Pass rates for CLAIT, IBT 2 and national diploma computer studies all declined in 2003 to below national averages. Pass rates for level 2 key skills IT were low in 2002 and 2003. Most students make good progress, gaining confidence and rapidly increasing their levels of skill and knowledge. They quickly become independent and competent in the use of ICT. Students are able to apply their skills outside college. For example, a student on a CLAIT course used her spreadsheet skills to support her new business and a national diploma student used his skills to design a learning aid for a nephew. Students attend regularly and punctually. There is good progression from entry and foundation courses to FE and HE

p.25

Qualification Level Completion year: 2001 2002 2003

No. of starts 20 31 32 % retention 95 87 94 GNVQ foundation 1

p.26

Qualification Level Completion year: 2001 2002 2003

% pass rate 89 96 87 No. of starts 460 230 155 % retention 84 88 87 CLAIT (short) 1

p.26

Qualification Level Completion year: 2001 2002 2003

% pass rate 54 90 56 No. of starts 584 474 459 % retention 76 83 84 CLAIT (1 year) 1

p.26

Qualification Level Completion year: 2001 2002 2003

% pass rate 64 53 42 No. of starts 52 45 50 % retention 81 84 92 GNVQ intermediate 2

p.26

Qualification Level Completion year: 2001 2002 2003

% pass rate 88 84 91 No. of starts 161 215 103 % retention 79 88 88 IBT 2 2

p.26

Qualification Level Completion year: 2001 2002 2003

% pass rate 81 79 43 No. of starts 992 1,284 1,301 % retention 73 0 88 Key skills 2

p.26

Qualification Level Completion year: 2001 2002 2003

% pass rate 77 0 5 No. of starts 21 21 18 % retention 81 71 61 National diploma in computer studies

p.26

Qualification Level Completion year: 2001 2002 2003

% pass rate 100 80 55 No. of starts 37 55 57 % retention 76 82 91 GNVQ advanced/AVCE in ICT

p.26

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003)

p.26

Quality of education and training

62. Most teaching is good. There are comprehensive schemes of work which are shared across teams and reviewed regularly. Teachers plan lessons well to meet the individual learning needs and to provide challenging work for students. Teaching encourages students to become independent quickly. The pace in lessons is lively. Students have a clear understanding of the skills and knowledge they have gained at the end of each lesson. This motivates them particularly well. Many students share their knowledge with others to help advance their progress. In one lesson, students enthusiastically tackled the set tasks, determined to solve problems with the minimum of teacher involvement. In a lesson on copyright law, an enthusiastic teacher encouraged excellent debate amongst students, who asked challenging questions and undertook effective research on the internet to support the discussion.

p.26

Quality of education and training

63. Teachers assess the skills of all students on entry to ensure that they are placed on an appropriate level course. Progress is checked regularly. Assignments are interesting and relevant, and extension exercises are provided for the more able students. Assessment practice meets awarding body requirements. The quality of feedback on students' work is variable. Some teachers provide comprehensive and encouraging feedback and guidance for improvement, but in other cases students receive insufficient feedback.

p.26

Quality of education and training

64. Staff are appropriately qualified and most have teaching qualifications. IT resources are good both at the main sites and in community venues. Computers are networked, and colour printers, CD writers and scanners are available. Software is up to date, but there are no interactive whiteboards or plasma screens. Some IT rooms have specialist software which allows teacher demonstrations to be replicated on all student computers and also allows individual student computers to be monitored by the teacher. In other rooms, where this software is not available, teachers sometimes demonstrate using only one monitor screen and not all students have a clear view. Library stock includes a good range of modern textbooks, but the number of journals is low. Accommodation is generally good and there is good technician support.

p.27

Quality of education and training

65. There are good links with community groups such as single parent groups, tenants associations and groups from minority ethnic communities. A good range of courses is offered in community venues. These courses meet the needs of the community and encourage participation by groups under-represented in education.

p.27

Quality of education and training

66. Students are provided with good support. Teachers make themselves available outside lessons. The tutorial system is effective and includes procedures for monitoring attendance, punctuality and poor performance and taking appropriate action where needed. Occasionally tutors fail to give appropriate recognition to all students. Students who are at risk of failing are identified and given extra support. Good use is made of individual learning plans with students at community venues. Students with learning difficulties and/or disabilities are welcomed, supported and taught with other students. Most community venues are accessible to students with mobility difficulties. There are special adaptations to enable students with disabilities to use the technology.

p.27

Leadership and management

67. Leadership and management are good. Managers support most teachers effectively. There is a good teamwork and sharing of good practice. All teachers are involved in the thorough and evaluative course review process, which contributes to the self-assessment report. Students are encouraged to contribute to the review process. Teaching staff monitor management information data and use it for target setting and self-assessment. Teachers regularly review their work. Professional development is effective. Some teachers working in community consider they are isolated and are not sufficiently involved in the rest of the curriculum area. The management of IT key skills is weak.

p.27

Hospitality, sports and travel

Overall provision in this area is satisfactory (grade 3)

p.27

Hospitality, sports and travel

The contributory grade is unsatisfactory (grade 4)

p.27

Strengths

o high pass rates for GNVQ in foundation leisure and tourism for first diploma in sport

p.27

Strengths

o good resources in sport o effective strategies to widen participation in sport and leisure

p.27

Strengths

o good personal and academic support for students.

p.28

Weaknesses

o low pass rates for GCE AS sport and AVCE leisure and recreation

p.28

Weaknesses

o too much unsatisfactory teaching of practical work in hospitality and catering.

p.28

Scope of provision

68. The college's broad range of full-time and part-time hospitality, sports, leisure and travel courses is designed to meet the needs of students and industry. Courses lead to AVCE, GNVQ, NVQ, first and national diplomas and other vocational qualifications at different levels. The college offers specialist and short courses in cake decoration, wines and spirits, food hygiene, innkeeping and customer service. Additional qualifications are also available for full-time and part-time students. These include sports coaching, sports leaders, travel ticketing, children's couriers and pool lifeguards. The college offers introductory sport and hospitality courses to pupils from local schools aged 14 to 16. There are 550 students aged 16 to 18 and 159 adult students. Around half the students are on sports courses, just under a third on leisure and travel courses and the remainder on hospitality courses.

p.28

Achievement and standards

69. The pass rate for first diploma science (sport) in 2003 was high and well above the national average. This was a significant improvement on the previous year. The pass rates for the GNVQ foundation and the NVQ food preparation and cooking at level 2 were very high, but the retention rates for these courses were particularly low in 2003. Pass rates on the GCE AS and the GCE A- level sports courses were low. Pass rates on the AVCE leisure and recreation in 2003 declined to well below the national average. Retention rates were also low on the NVQ food preparation and cooking course at level 1 and the AVCE in leisure and recreation course, which declined to nearly 40% below the national average. There is good progression of students from level 1 to level 3.

p.28

Achievement and standards

70. Most sport, leisure and travel students make good progress, particularly those who have low levels of prior attainment. Many have improved in confidence and develop good communication skills. Sports students have a good understanding of how sport is organised and show proficiency in movement analysis and in the execution of practical skills. They carry out risk assessments well and are aware of health and safety issues. Travel students have good awareness of the travel and tourism industry and use resources well to research information. AVCE students produce informative assignments, which use computer graphics and other applications to improve the presentation of information. 71. Too many hospitality students have not developed their occupational skills well. In bakery and larder classes, students are untidy. In one cookery lesson, sauces were too thick and glutinous and lacked flavour. Some students are poor at peeling and cutting vegetables. Some food service

p.28

Achievement and standards

students have poor communication skills.

p.29

Qualification Level Completion year: 2001 2002 2003

No. of starts * 19 19 % retention * 63 42 GNVQ in foundation leisure and tourism

p.29

Qualification Level Completion year: 2001 2002 2003

% pass rate * 100 88 No. of starts 16 20 31 % retention 69 90 65 GNVQ intermediate leisure and tourism

p.29

Qualification Level Completion year: 2001 2002 2003

% pass rate 100 78 80 No. of starts 26 15 21 % retention 65 73 86 First diploma in science (sport)

p.29

Qualification Level Completion year: 2001 2002 2003

% pass rate 24 65 83 No. of starts 20 24 34 % retention 85 83 44 NVQ food preparation and cooking

p.29

Qualification Level Completion year: 2001 2002 2003

% pass rate 88 85 87 No. of starts 34 64 34 % retention 62 69 65 GNVQ in advanced leisure and tourism/AVCE in leisure and recreation % pass rate 76 70 36 No. of starts 16 56 30 % retention 88 57 90 GCE AS physical education

p.29

Qualification Level Completion year: 2001 2002 2003

% pass rate 50 44 37 No. of starts 47 28 22 % retention 70 50 59 National diploma in sport (applied science)

p.29

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003) * fewer than 15 students enrolled

p.29

Quality of education and training

72. Most teaching in sport, leisure and travel is satisfactory. Schemes of work are clear and detailed. Where teaching is good in sport, leisure and travel, there is effective questioning to check learning and challenging practical work for students. Discipline in lessons is good. Some teaching is unsatisfactory; it lacks sufficient detail to cover a learning topic. The teaching of key skills by vocational teachers is stimulating and relevant. In a communication key skills lesson, students showed knowledge and maturity in debating the legislation of soft drugs. In an ICT key skills lessons, students designed a website to promote the college's training restaurant. In hospitality, there is much unsatisfactory teaching of practical skills. There is insufficient planning. Occasionally, teachers provide incorrect information about ingredients and cooking methods. Often, students are not given recipes. Some teachers use imperial measurements. In some lessons, teachers do not correct

p.29

Quality of education and training

students' poor vocational techniques. 73. Sport, leisure and travel staff have relevant subject knowledge. Highly qualified and experienced coaches support sports activities. The college has good sports equipment and facilities. These include a new large sports hall, commercial standard fitness suite, aerobics studio and playing fields. Boxing facilities are of a particularly high standard and include two rings and a wide range of boxing training equipment. The good practical facilities for hospitality and catering include commercial kitchens and a restaurant. Sometimes the inappropriate use of practical rooms for theory affects the quality of learning. There are no lockers for the storage of hospitality students' clothing and equipment. The college intranet provides a good range of vocationally relevant Internet links and learning materials for sport, leisure and travel students.

p.29

Quality of education and training

74. There are effective strategies to widen participation in sport and leisure. The college's sports academies for boxing, football and rugby league encourage students under-represented in FE to participate. The extensive school links gives pupils aged 14 to 16 the opportunity to study sports and catering at the college, including courses leading to vocational qualifications. The strong links with community organisations and businesses provide good career opportunities for students. Leisure and tourism students work closely with charitable community projects. There is an extensive enrichment provision including sports teams for men and women.

p.30

Quality of education and training

75. Students appreciate the good support they receive from staff. Some teachers are particularly effective at using initial assessment to establish the individual learning needs of students. At tutorials, there are good reviews of students' progress and effective setting of learning targets to improve student performance.

p.30

Leadership and management

76. Leadership and management are satisfactory for sport, leisure and travel, but unsatisfactory for hospitality. Course teams work closely together and communicate effectively. Regular minuted meetings pay attention to course issues. Course reviews link effectively to the self-assessment process. Findings from surveys of students' views are followed up and have led to improved facilities for students. However, strategies to improve retention rates have been ineffective and lesson observations have not identified unsatisfactory teaching in hospitality practical lessons.

p.30

Hairdressing and beauty therapy

Overall provision in this area is good (grade 2)

p.30

Strengths

o high pass rates for NVQ level 1 hairdressing and NVQ level 3 beauty therapy

p.30

Strengths

o good development of students' occupational skills

p.30

Strengths

o good standard of resources to support learning o good support for students

p.30

Weaknesses

o low pass rates for NVQ level 2 beauty therapy

p.31

Weaknesses

o poor achievement of framework on work-based learning programmes

p.31

Weaknesses

o insufficient clients in college salons.

p.31

Scope of provision

77. The wide range of hairdressing and beauty therapy courses meets local employer and individual needs. The college provides courses from NVQ level 1 to 3 in hairdressing and beauty therapy and a modern apprenticeship programme. Courses are also available in hairdressing for men, aromatherapy, body massage, manicure and advanced nail techniques. NVQ 2 beauty therapy courses are available on a modular basis. Progression opportunities are good. Many students continue to the next level or take additional subjects. The college enrols pupils from local schools, aged 14 to 16 on to introductory programmes for hairdressing and beauty therapy. There are 354 students, of whom 44% are aged 16 to 18; 5% of students are male. There are 28 foundation modern apprentices.

p.31

Achievement and standards

78. Pass rates for NVQ beauty therapy and body massage at level 3 are outstanding and have remained significantly above the national averages for the three years to 2003. The pass rates for NVQ hairdressing at level 1, although declining, have remained above the national averages. The pass rates for NVQ beauty therapy at level 2 declined significantly between 2002 and 2003 to well below the national average. The retention rate, however, was very high and was significantly above the national average. Retention rates on NVQ hairdressing at level 1 and 2, manicure and NVQ level 3 beauty therapy were similar to the national average. The number of work-based learners who successfully complete all aspects of the framework is low; between 1998 and 2003 only 10% of those who started completed successfully.

p.31

Achievement and standards

79. Students make good progress and their occupational skills are of a high standard. NVQ level 1 beauty therapy students can carry out treatments on face and hands after only eight weeks on their course and give detailed and accurate explanations for their choice of techniques and products. School pupils on an introductory course were particularly proficient in practical treatments. Students use good health and safety practices. They respond well to questioning and have a strong understanding of theory. Most students' assignments are word-processed and make good use of photographs. Students use research to develop their work effectively. Students' key skills are at an appropriate level. Work-based learners attendance at college for theory lessons is unsatisfactory.

p.31

Qualification Level Completion year: 2001 2002 2003

No. of starts 75 45 59 % retention 72 67 71 NVQ hairdressing 1

p.32

Qualification Level Completion year: 2001 2002 2003

% pass rate 96 93 90 No. of starts 68 82 59 % retention 60 59 66 NVQ hairdressing 2

p.32

Qualification Level Completion year: 2001 2002 2003

% pass rate 66 69 79 No. of starts 82 58 86 % retention 65 69 84 NVQ beauty therapy 2

p.32

Qualification Level Completion year: 2001 2002 2003

% pass rate 91 93 71 No. of starts * 58 21 % retention * 81 95 Manicure certificate 2

p.32

Qualification Level Completion year: 2001 2002 2003

% pass rate * 81 85 No. of starts 16 15 * % retention 100 80 * NVQ beauty therapy 3

p.32

Qualification Level Completion year: 2001 2002 2003

% pass rate 88 100 * No. of starts 53 35 33 % retention 79 77 79 Body massage certificate

p.32

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003) * fewer than 15 students enrolled

p.32

Quality of education and training

80. Most teaching and learning are good. Teachers use a wide variety of effective teaching and learning approaches. Lesson plans have clear, measurable objectives and take account of students' different learning styles. Lessons effectively build on students' prior knowledge and skills. Teachers develop a good rapport with students using humour and constructive comments to motivate and build confidence. Good demonstrations of technical skills are accompanied by clear explanations. There is good use by teachers of their own commercial experience to illustrate key learning points. In practical lessons, teachers pay careful attention to individual student needs to help them develop good hairdressing and beauty therapy skills. Teachers make good use of theory to develop students' vocational skills. They use questioning well to check student understanding. There is good development of students' key skills and the teaching of key skills is occupationally relevant. Teaching

p.32

Quality of education and training

places a clear emphasis on heath and safety and client care. Teachers provide challenging commercial targets for students, who are expected to work to commercial timings. However, students are not always stretched to achieve these targets. Students are encouraged to develop independent study skills and evaluate their own work.

p.32

Quality of education and training

81. Resources are good. There are six well-designed salons and a nail technology workshop with a high standard of commercially relevant equipment. Most teaching rooms have audio visual equipment to show a wide range of training programmes. Client reception is equipped with a computer for bookings and client records. There is good access to computers within the key skills workshop, but there is insufficient ILT within classrooms and salons. Teachers are vocationally qualified, and have assessor and verifier awards. Most have recent commercial experience. There are good opportunities for staff development. 82. There are insufficient clients in college salons. This slows some students in achieving vocational competences and progressing towards their qualifications. Work-based learners undertake most assessments in college. Few are up to date with their assessments. There are too few work-based assessors to undertake assessment in salons. Assessment and verification procedures are

p.32

Quality of education and training

satisfactory. Assessment of students' written work is constructive. Assignment briefs are clear and include good advice on presentation.

p.33

Quality of education and training

83. Support for students is good. At initial assessment, individual student and group additional support needs are assessed and teachers use this effectively to support students with their work. For example, a group of NVQ level 1 hairdressing students who need help with literacy and numeracy skills have permanent support in theory lessons. Work-based learners have additional help in key skills to assist the development of literacy and numeracy skills and to help them achieve the key skills qualifications. The NVQ level 1 beauty therapy course was introduced for students with lower levels of prior attainment to allow them to build knowledge and skills over a longer period and to help them progress to level 2. All students have individual tutorials. Students value the good support provided by tutors and those aged 16 to 18 appreciate being treated like adults. Reviews of students and work-based learners' progress are satisfactory.

p.33

Leadership and management

84. Leadership and management are good. There is effective teamwork between staff and with managers. Staff are committed to continuous improvement. There is effective sharing of good practice and staff monitor students' performance regularly. Quality assurance processes are effective in recognising key strengths and weaknesses, setting action points, targets for improvement and developing actions to resolve issues. For example, it was recognised that retention rates on NVQ hairdressing courses at level 2 were unsatisfactory and declining. Staff and managers developed a strategy to improve retention rates for this course. This was successful and retention rates have improved. Teachers are involved in self-assessment, target setting and action planning. Regular staff meetings have a clear focus on consistency, the curriculum and students' progress. There is effective use and deployment of resources to the benefit of most students.

p.33

Health, social care and public services

Overall provision in this area is good (grade 2)

p.33

Strengths

o good development of skills for employment

p.33

Strengths

o good internal and external progression o productive links with community providers.

p.33

Weaknesses

o low and declining retention rates for the GNVQ foundation and certificate in counselling courses

p.34

Weaknesses

o low pass rates for some courses in 2003

p.34

Weaknesses

o weak aspects of curriculum management on some courses

p.34

Scope of provision

85. There is a wide range of courses in health, social care and public services from pre-entry level to HE level. These include GNVQ at foundation and intermediate level in health and social care, national certificates and diplomas in caring services and health studies, NVQ in care, basic, intermediate and diploma courses in counselling, training courses in first aid and door supervision, and courses in pre-uniformed services at levels 1, 2 and 3. There are approximately 769 students in total.

p.34

Achievement and standards

86. There are high pass rates on many courses. GNVQ foundation and intermediate health and social care, NVQ care level 2, and preparation for entry to uniformed services levels 2 and 3 all had pass rates well above national averages in 2002 and 2003. Three pass rates declined to figures well below national averages in 2003. These were the certificate in counselling skills level 2, the first diploma in caring and the national diploma in health studies. Retention rates are consistently high for GNVQ intermediate health and social care, and NVQ care level 2. The retention rates for the preparation for entry to uniformed services courses increased between 2002 and 2003 from below national averages to well above national averages. For GNVQ foundation and the certificate in counselling level 2, retention rates are declining and were low in 2003.

p.34

Achievement and standards

87. Students make good progress and their personal and practical skills are effectively developed. There is also very good development of skills for employment. Two students from the pre-uniformed services course were awarded `best recruit' of their respective armed forces intake in 2003. Progression both within college and to HE and employment is good.

p.34

Qualification Level Completion year: 2001 2002 2003

No. of starts 28 17 16 % retention 79 71 69 GNVQ foundation health and social care

p.34

Qualification Level Completion year: 2001 2002 2003

% pass rate 95 92 91 GNVQ intermediate 2 No. of starts 42 ** 16 % retention 88 ** 100 health and social care % pass rate 46 ** 100 No. of starts * 23 19 % retention * 57 84 First diploma in caring 2

p.34

Qualification Level Completion year: 2001 2002 2003

% pass rate * 92 56 No. of starts 46 26 73 % retention 83 85 95 NVQ care 2

p.35

Qualification Level Completion year: 2001 2002 2003

% pass rate 79 95 83 No. of starts 60 76 50 % retention 65 64 80 Preparation for entry to uniformed services

p.35

Qualification Level Completion year: 2001 2002 2003

% pass rate 97 84 88 No. of starts 28 ** 24 % retention 82 ** 75 Certificate in counselling skills

p.35

Qualification Level Completion year: 2001 2002 2003

% pass rate 82 ** 50 No. of starts 30 17 18 % retention 87 71 89 Preparation for entry to uniformed services

p.35

Qualification Level Completion year: 2001 2002 2003

% pass rate 96 100 100 No. of starts 31 31 29 % retention 68 48 55 National diploma in science/health studies

p.35

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003) * course did not run ** fewer than 15 students enrolled

p.35

Quality of education and training

88. Most teaching is good. Lessons are thoroughly prepared with a good variety of learning activities to engage students in learning. Teachers make effective use of learning materials. Students discuss key learning points, add their own personal notes and use them for further independent study. Teachers are good at promoting vocational values and practices. Teaching is effective in meeting the needs of individual students. Students are well motivated, participate well in lessons and make good progress. Relevant case studies help students to apply their learning in a realistic context. There is good use of practical demonstrations. In a health studies lesson, an anatomical model was used in create a game which enabled the students to understand and explain how oxygenated blood circulates around the body. The game captured the attention of the students, developed their technical understanding and was fun to play.

p.35

Quality of education and training

89. Teachers are suitably qualified. Teaching rooms are satisfactory. Good use is made of students' work in displays. Specialist resources are used in the teaching of first aid and health-related modules. On the pre-uniformed services courses, outdoor equipment such as kayaks and climbing equipment is used in off-site lessons. Occasionally, students have difficulty in gaining access to computers, particularly at periods of high demand. Assessment is rigorous and meets the requirements of awarding bodies. Assignment briefs are clear. There is good collaboration with employers for the assessment of NVQ competences.

p.35

Quality of education and training

90. There are productive links with a range of employers and community partners. There are well- established work placements in primary schools, nurseries, residential homes for people with learning disabilities, nursing homes and NHS settings. Collaborative work with the local care homes association has resulted in increased enrolments on NVQ courses and the registered managers award. The health professional cadet scheme is delivered in conjunction with the local NHS Trust. In the pre-uniformed services courses there are good links with the armed forces with regular visits to the college by personnel, including former students. The professional advisory panel includes officers from all the major uniformed services. Students in health and social care achieve relevant additional qualifications such as first aid, and acquire skills in the lifting and handling of clients. Pre- uniformed services students undertake the community sports leaders award and improve their

p.35

Quality of education and training

fitness and team building skills through well-structured residential experiences. For counselling students, weekend workshops provide the opportunity for personal development and counselling skills practice.

p.36

Quality of education and training

91. Support for students is good. All students are assessed early in their course for preferred learning styles and additional support need. Teachers use this information to plan lessons. Additional support is effective. Entry level students on the caring for others course are supported by a learning support worker in lessons. Where needed, students receive support for dyslexia, disabilities and hearing impairment. There is good tutorial support for full-time students.

p.36

Leadership and management

92. Leadership and management are good. Much course management is effective. Course reviews and self-assessment are focused on the need to raise retention and pass rates. Performance is monitored and evaluative judgements are made. Equality of opportunity is a taught module on most courses and is promoted well in lessons. Some aspects of curriculum management on some courses have been weak. For example, the failure to respond quickly to changes in awarding body criteria for certification had an adverse effect on retention and pass rates on some courses in 2003. Managers are taking action to resolve the problem.

p.36

Childcare

Overall provision in this area is good (grade 2)

p.36

Strengths

o effective links with external agencies and placement providers o effective support for students.

p.36

Weaknesses

o decline in pass rates for the diploma in childcare and education in 2003.

p.37

Scope of provision

93. The college offers a range of full-time and part-time courses in early years care and education. These include the certificate and diploma in childcare and education, national diploma in early years, and NVQs in early years care and education. Courses are also offered for teaching assistants and playwork. There are part-time courses during the day and in the evenings. The college has a joint CoVE with Bury College in childcare and early years education. Courses are developed in response to requests from local partners and the college delivers training in community locations. Students are able to progress within college and to employment or HE. There are currently 212 students on full- time courses and 148 part-time students.

p.37

Achievement and standards

94. There are high pass rates on many courses. The introductory certificate in working with children and the national diploma early years both had 100% pass rates in 2002 and 2003. In 2002 and 2003, pass rates were also above national averages for the foundation award in caring for children and NVQ level 2 in early years care and education. Pass rates for the diploma in childcare and education declined by 15% between 2001 and 2003. Retention rates are also high for many courses including the foundation award in caring for children, and NVQs in early years care and education at levels 2 and 3. Students' attendance during the inspection was 78%. Progression from level 2 courses to level 3 and from level 3 to HE is very good. For example, 80% of students from the national diploma in early years progressed into HE in 2003. There are many individual successes. For example, a mature student who began voluntary work with a playgroup completed a classroom

p.37

Achievement and standards

assistant course and then gained a diploma in nursery nursing, after a break from education of 17 years. She gained distinction in most modules and went on to achieve a higher national diploma in early childhood studies. She is progressing to a degree course.

p.37

Achievement and standards

95. Students demonstrate levels of knowledge and understanding at an appropriate level in their lessons and written work. For example, students in a level 2 lesson were able to discuss the potential hazards in food preparation and storage. Students on the diploma in childcare and education course were able to work well on a design activity when asked to create a positive environment for children. Childcare students develop good interpersonal and vocational skills in the workplace.

p.37

Qualification Level Completion year: 2001 2002 2003

No. of starts 25 28 25 % retention 84 86 88 Foundation award in caring for children

p.37

Qualification Level Completion year: 2001 2002 2003

% pass rate 95 92 100 No. of starts 24 37 30 NVQ in early years care and education % retention 88 84 83 % pass rate 86 87 80 No. of starts 36 44 47 % retention 83 95 89 Certificate in childcare and education

p.37

Qualification Level Completion year: 2001 2002 2003

% pass rate 97 98 79 No. of starts 48 33 31 % retention 69 52 75 Diploma in childcare and education

p.38

Qualification Level Completion year: 2001 2002 2003

% pass rate 94 88 79 No. of starts * 31 31 % retention * 97 97 National diploma in early years

p.38

Qualification Level Completion year: 2001 2002 2003

% pass rate * 100 100 No. of starts 57 54 37 % retention 89 85 89 NVQ in early years care and education

p.38

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003)

p.38

Quality of education and training

96. Most teaching is good. Lessons are well planned and schemes of work are comprehensive. In the most effective lessons, teachers link theory to current work practices and make good use of students' experiences in childcare settings to reinforce learning. In a national diploma lesson on professional practice, students discussed principles of confidentiality citing examples from their work placements. In a lesson on managing conflict and anti-social behaviour, students discussed how to deal with an aggressive parent who had been abusive to nursery staff. In a lesson about sick children, students drew on their own experiences of taking children's temperatures and the use of inhalers. In the less effective lessons, learning activities do not motivate and challenge all students. For example, in one lesson, students were set the task of copying a large amount of text from an overhead transparency.

p.38

Quality of education and training

97. Resources to support teaching and learning are good. Teaching rooms are appropriate and are equipped with audio-visual equipment which is used regularly. Teaching staff have relevant qualifications and experience. Teaching and learning resources include anatomical models, children's books and toys, and craft materials. Students have access to a good range of textbooks and journals in the college learning centres. Access to IT is good.

p.38

Quality of education and training

98. Assessment is managed well. Students receive appropriate feedback on their work. This is particularly effective in helping them to improve on the foundation course in caring for children, where it results in student work developing to a high standard. Workplace assessments are professionally managed. Individual learning plans are used to motivate students and provide targets for assessments. Some NVQ assessments are not timely, and have led to delays in students completing awards.

p.38

Quality of education and training

99. Links with external agencies are extensive and provide a wide range of work experience opportunities. Students can study for additional qualifications such as first aid and food hygiene. Support for students is effective. Tutorials are valued by students and individual learning plans are used to good effect to help motivate students and provide targets. All students are screened to assess their literacy and numeracy levels, preferred learning styles and learning support needs and these are used to inform lesson planning. One student with dyslexia was provided with a laptop computer and a dictaphone to support her studies. A student with a hearing impairment was supported by a signer. 100. The college CoVE was approved in November 2002. There are plans to use capital funding to establish a training suite in a local early years centre of excellence which will enable more courses to be delivered within the community. One CoVE target set by the college, to increase enrolments by

p.38

Quality of education and training

10% on childcare courses at level 3, has already been met. There are excellent links with a wide range of early years professionals and organisations in the local community and the college is pro- active in responding to community needs. Courses have been provided for teaching assistants in local primary schools. Courses in playwork for staff of after school clubs are also being developed. Modern apprenticeship programmes are being expanded and a foundation degree is planned for 2004.

p.39

Leadership and management

101. Leadership and management are good. Communication within the staff team is good. Teachers are mutually supportive. Course documentation and planning are thorough and rigorous. There are effective staff development arrangements. For example, a special educational needs co-ordinator from a local primary school provides updates on issues in primary education. Regular course team meetings allow effective sharing of good practice and problems and issues are resolved. The self- assessment report is evaluative and accurate with an appropriate emphasis on retention and pass rates. The management of work-based learning has not yet successfully tackled the low framework achievements for modern apprentices. Management of the CoVE is good. The action plan is well documented and progress is being made towards achieving the targets set.

p.39

Visual and performing arts and media

Overall provision in this area is satisfactory (grade 3)

p.39

Strengths

o high retention and pass rates for GCE AS fine art

p.39

Strengths

o extensive teaching and learning resources in art and design

p.39

Strengths

o effective enrichment and enhancement opportunities

p.39

Strengths

o wide range of courses leading to good progression.

p.39

Weaknesses

o underdeveloped drawing from observation on some level 3 courses

p.40

Scope of provision

102. The college offers a good range of full-time courses at level 3, including national diplomas in graphics, textiles, fine art, media, performing arts and music and the foundation diploma in art and design. GCE AS and A-level courses are offered in art and design, performance and media. Full- time level 2 courses include first diplomas in performing arts, media, music and GNVQ intermediate art and design. A GNVQ foundation course in art and design is offered at level 1. There are also non-vocational courses for adults. There are 178 students aged 16 to 18 and 89 adults.

p.40

Achievement and standards

103. Few courses have consistently high or improving pass rates with the exception of GCE AS fine art, which had pass rates well above national averages in 2002 and 2003. GNVQ intermediate art and design pass rates were high in 2001 and 2003, but low in 2002. The national diploma in design also had high pass rates in 2001 and 2003. In 2003, pass rates were significantly below national averages for the first diploma in performing arts, national diplomas in drama and fine art and the diploma in foundation studies. Retention rates are also variable. The first diploma in performing arts has had a consistently high retention rate for the last three years and the retention rate for GCE AS fine art has increased to a high figure in 2003. GNVQ intermediate and national diploma design both have consistently low retention rates, well below national averages. The retention rate for the second year of GCE A-level media was low in 2002.

p.40

Achievement and standards

104. Students on performing arts courses develop effective skills in assessing their own performance and the work of their peer group and are able to make astute well-considered observations. The work produced by graphic design students is good and students are skilled in their use of software packages. Music students are knowledgeable and develop good analytical skills. The standard of the observational drawing and life drawing produced on some level 3 art and design courses is unsatisfactory with very little reference made to the formal elements of form, scale proportion and tone and no reference to measured drawing. Progression to higher level courses within college and to HE is good. The average attendance during inspection was 79%.

p.40

Qualification Level Completion year: 2001 2002 2003

GNVQ intermediate art 2 No. of starts 24 ** 24 % retention 63 ** 71 and design % pass rate 93 ** 88 No. of starts 16 21 27 % retention 94 86 81 First diploma in performing arts

p.40

Qualification Level Completion year: 2001 2002 2003

% pass rate 93 72 73 No. of starts 49 26 23 % retention 76 62 96 GCE AS fine art 3

p.41

Qualification Level Completion year: 2001 2002 2003

% pass rate 78 94 95 No. of starts 31 33 18 % retention 55 91 83 GCE A-level media studies

p.41

Qualification Level Completion year: 2001 2002 2003

% pass rate 100 93 93 No. of starts * 26 25 % retention * 65 72 National diploma in drama

p.41

Qualification Level Completion year: 2001 2002 2003

% pass rate * 88 83 No. of starts * 17 17 % retention * 65 76 National diploma in fine art

p.41

Qualification Level Completion year: 2001 2002 2003

% pass rate * 64 69 No. of starts 41 49 56 % retention 63 55 54 National diploma in design

p.41

Qualification Level Completion year: 2001 2002 2003

% pass rate 96 85 93 No. of starts 39 38 39 % retention 85 87 90 Diploma in foundation studies art and design

p.41

Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003)

p.41

Qualification Level Completion year: 2001 2002 2003

* course not offered or did not run ** fewer than 15 students enrolled

p.41

Qualification Level Completion year: 2001 2002 2003

Note : retention rate for GCE A-level courses measured over two years in 2001, but over one year in 2002 and 2003

p.41

Quality of education and training

105. Most teaching is good. Many lessons are lively and enthusiastic and teachers effectively motivate students. Schemes of work are comprehensive and lesson plans include innovative and creative assignments. There is a strong emphasis on independent learning. In many lessons, teachers use examples from their own vocational experience to strengthen the links between theory and practice. A range of teaching and learning strategies are used to meet the needs of the full range of abilities. In a textiles lesson, students made effective use of experimental printing techniques to help develop ideas for decoration. Challenging extension tasks are set for more able students. Teachers encourage students to analyse problems, express opinions and think for themselves. In a performing arts lesson, students were challenged to be critical and evaluative of a recent public performance. They actively discussed their views with their peers and good progress

p.41

Quality of education and training

was made. Good use is made of technology in the teaching of graphics. In one graphics lesson, students' knowledge of specialist software was enhanced by the use of a digital projector to illustrate the development of individual websites. The examples provoked animated discussion among students. In the minority of less effective lessons teachers did not have clear aims and objectives, they failed to establish a productive working atmosphere and students were uncertain and confused and unable to make progress.

p.41

Quality of education and training

106. Accommodation for art and design is good. Most studios are spacious and well lit. There are facilities for ceramics, fine art, print, textiles, fashion and photography. Other resources include television studios and graphics facilities with modern technology. Students' work is displayed and used in teaching. Workshops for three-dimensional work and media rooms are too small for the number of students attending the lessons. Some accommodation for performing arts lessons is unsatisfactory, but the college has plans to address this in the near future. At the time of the inspection, the music technology studio was undergoing refurbishment and students did not have sufficient access to appropriate recording resources. Many teachers have broad subject and industrial knowledge and appropriate subject qualifications, but a few are not qualified teachers.

p.42

Quality of education and training

107. Assessment and internal moderation are effective for most courses. Assignment briefs are clear, identifying the tasks to be completed and the assessment criteria. Students receive regular verbal and written feedback on their work which identifies areas for improvement. On the foundation diploma course in art and design, students are not sufficiently challenged to improve the standard of their work and external moderation led to the lowering of some grades.

p.42

Quality of education and training

108. There is a comprehensive programme of educational visits for all students which includes visits to galleries, theatres, television studios and European cities. Practising artists in residence and performers provide workshops for students. Students can also gain additional qualifications, which add breadth to the main course of study.

p.42

Quality of education and training

109. Students are well supported by their teachers. Specialist support is available for students with additional needs. For example, in a media lesson, a hearing impaired student was supported with two signers. This enabled him to make an important contribution to a discussion on relationships. In a minority of cases, additional learning support is not provided quickly enough after a need has been identified.

p.42

Leadership and management

110. Leadership and management are satisfactory. Communications are effective. Teaching staff are well supported and are encouraged to develop their professional skills. Good teamwork promotes a spirit of co-operation across the curriculum area. The organisation and planning of courses are good, with an emphasis on meeting the needs of students. Course documentation is comprehensive with examples of good practice. The self-assessment report failed to identify weaknesses in retention and pass rates and the action plan does not address these. Some data cited in the self-assessment report differed from that held on the management information system.

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Humanities

Overall provision in this area is good (grade 2)

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Strengths

o high pass rates on GCSE and GCE A-level psychology

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Strengths

o much good teaching o very good pastoral system and tutorial programme

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Weaknesses

o declining pass rates for part-time GCE A-level students

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Scope of provision

111. The college offers a good range of courses. This includes GCE AS, and GCE A levels in general studies, geography, history, law, psychology, philosophy, religious and Islamic studies and sociology for full-time and part-time day students. History, law, psychology and sociology are available during the evening. Psychology and sociology are offered as part of the GCSE programme. The access courses at levels 2 and 3 include a range of humanities subjects, and some options are available in the evening. There are 528 students and, of these, 431 are aged 16 to 18.

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Achievement and standards

112. Overall pass rates for GCE A-level psychology are high and were above the national averages for the three years to 2003. Pass rates for GCE AS general studies were also above national averages between 2001 and 2003. GCSE psychology A* to C pass rates are also consistently high. Overall pass rates for GCE AS subjects fell by 13% in 2003. Retention rates were high for GCSE psychology, GCE A-level law and GCE A-level psychology in 2002 and 2003. The overall retention rate for GCE AS humanities subjects improved to well above national average in 2003. The retention rate for GCE AS general studies was very low in 2002 but this rose by 30% in 2003, when it was well above national average. The retention rate on the access certificate course fell in 2003. Retention rates for part-time students are satisfactory overall, but pass rates have declined. In 2003, retention and pass rates in most subjects declined from the previous years.

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Achievement and standards

113. Many students have low levels of prior attainment at the start of their programme and come from groups under-represented in traditional education. In some subjects, they make particularly good progress and their achievements are better than their grades at GCSE would predict. These subjects include GCE A-level psychology, GCE AS sociology and GCE AS law. In GCE AS geography, students do less well than would be expected. In 2003, progression to HE was good. The standard of student work in lessons is good. Students have a positive attitude to their work, they are industrious, and most enjoy the learning in lessons. Student attendance during the inspection averaged 79%.

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Qualification Level Completion year: 2001 2002 2003

GCSE psychology 2 No. of starts 61 77 89 % retention 59 62 71 % pass rate 78 77 63 No. of starts 150 165 162 % retention 89 51 81 GCE AS general studies

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Qualification Level Completion year: 2001 2002 2003

% pass rate 72 99 78 No. of starts 217 391 241 % retention 84 76 83 GCE AS humanities subjects

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Qualification Level Completion year: 2001 2002 2003

% pass rate 81 90 77 No. of starts 44 29 40 % retention 50 90 90 GCE A-level sociology 3

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Qualification Level Completion year: 2001 2002 2003

% pass rate 86 92 81 No. of starts 22 23 26 % retention 77 96 92 GCE A-level law 3

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Qualification Level Completion year: 2001 2002 2003

% pass rate 88 95 83 No. of starts 75 40 61 % retention 68 90 97 GCE A-level psychology

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Qualification Level Completion year: 2001 2002 2003

% pass rate 90 97 93 No. of starts 135 130 150 % retention 84 99 80 Access certificate 3

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Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003)

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Qualification Level Completion year: 2001 2002 2003

Note : retentionrate for GCE A-level courses measured over two years in 2001, but over one year in 2002 and 2003

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Quality of education and training

114. Most teaching is good; none is unsatisfactory. The planning of lessons is thorough. Plans include clear teaching and learning objectives, which link carefully to the awarding body requirements. Teaching methods take account of students' individual learning needs. For example, two students whose first language was not English were given additional support before the lesson. The lesson required students to develop their understanding of different ways of processing information. One form of processing required students to rhyme words. Problems posed for students whose first language was not English were recognised and they were given the opportunity to translate parts of the experiment into their own language in order to participate fully in the lesson and consolidate their understanding. There is good rapport between staff and students. Classroom management is good and students are expected to work hard in class. Teachers produce high-

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Quality of education and training

quality learning materials. History and sociology staff produce very good study guides which include a broad range of support materials including self-assessment activities. In the very few examples where teaching was only satisfactory, group discussions were not always managed well. In some lessons, inappropriate personal examples were used to illustrate academic theory and social reality.

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Quality of education and training

115. Teachers use resources effectively to improve learning. For example, there was a very imaginative use of a model to describe and explain the battle of Little Bighorn. In a GCE AS lesson, video material was used effectively to illustrate theories of a child's psychological development. Staff are well qualified. The learning resource centres have a broad range of books and specialist journals and good access to the Internet to assist students in research and completion of assignments. Students on the Middleton campus do not have adequate access to private study facilities. Many classrooms are equipped with audio-visual facilities and overhead projectors, but there is a lack of ICT equipment.

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Quality of education and training

116. Students receive clear guidelines on assessment. Student work is marked thoroughly and returned promptly with written feedback clearly identifying areas for improvement. Teachers provide very good informal feedback on student progress in lessons. Good initial assessment identifies students additional support requirements. There is a range of enrichment opportunities to support learning. These include visits to a local museum and magistrates' court. There is little use of visiting speakers.

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Quality of education and training

117. Guidance and support are good. Tutors are hard working and enthusiastic. There is good, impartial pre-course advice and thorough induction. There is effective guidance and support at all stages of the course including confidential personal and financial support for students. Effective communications between academic and pastoral staff assists the provision of good support for students.

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Leadership and management

118. Leadership and management are good. Managers work effectively with staff to identify and implement strategies to improve student achievement and the quality of learning. Weaknesses identified in teaching and assessment at the last inspection have been successfully resolved. Staff roles and responsibilities are clearly defined. There are effective quality assurance procedures. Teachers set themselves high standards and plan well to achieve these standards. Newly qualified staff are supported in the development of their teaching skills through a well-organised programme of classroom observations and mentoring. Good communications are maintained through a well- planned calendar of staff meetings. Regular newsletters keep staff well informed about college, local and national events, including issues affecting retention and pass rates and progression. Teachers are fully involved in the self-assessment process and monitoring the effectiveness of strategies to

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English for speakers of other languages

Overall provision in this area is good (grade 2)

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Strengths

o good achievement in spoken skills test

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Strengths

o good development and integration of students IT and English language skills o effective widening participation.

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Weaknesses

o insufficient audio-visual and ICT resources

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Weaknesses

o inadequate assessment and recording of progress.

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Scope of provision

119. The college provides day and evening courses for English for speakers of other languages (ESOL). There is a wide range of courses available from the pre-entry level to level 2. The college offers courses at its two campuses and at local community venues. Most courses in the community are for women. There are 363 students altogether, studying on full-time and part-time courses. Around 90% of the students who are studying ESOL are adults, these include refugees and asylum seekers.

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Achievement and standards

120. Most pass rates are significantly above the national averages. The pass rates for spoken skills tests are particularly high and well above the national averages. For the basic level spoken test provision in 2003, the pass rate was 100%. However, a number of pass rates have declined between 2002 and 2003. For the higher intermediate Pitman full award the decline was significant, to well below the national average. Retention rates in 2003 were high, with some at a particularly high level. Most were well above the national average. Some retention rates have increased significantly between 2002 and 2003. Some retention rates in 2003, at 100%, were outstanding.

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Achievement and standards

121. Students work well to extend their familiarity with written and spoken English. They enjoy their lessons, are motivated, attentive and take part in discussions particularly effectively. For example, in one very good lesson, the students became very lively when describing and discussing souvenir objects as part of their exam preparations. Students make good progress in developing their personal and social skills as well as their language and ICT skills. Standards of written work are mostly good. Students work well in groups and individually. Student punctuality is good and their attendance is similar to the national average for this curriculum area. There are examples of students successfully finding employment after their studies. Six ESOL teachers are former students at the college.

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Qualification Level Completion year: 2001 2002 2003

No. of starts 136 364 411 % retention 90 93 100 College certificates entry

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Qualification Level Completion year: 2001 2002 2003

% pass rate 100 98 74 No. of starts 97 41 35 Pitman basic full award entry level % retention 42 83 91 % pass rate 29 79 63 No. of starts 51 29 35 % retention 55 93 97 Elementary Pitman full award entry level

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Qualification Level Completion year: 2001 2002 2003

% pass rate 54 81 59 No. of starts * 43 46 % retention * 100 100 Elementary Pitman spoken entry level

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Qualification Level Completion year: 2001 2002 2003

% pass rate * 95 57 No. of starts * 80 53 % retention * 95 98 Intermediate Pitman spoken

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Qualification Level Completion year: 2001 2002 2003

Source: ISR (2001 and 2002), college (2003)

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Quality of education and training

122. All teaching and learning is good or better at the college main campuses and at community venues. Some teaching is excellent. Teachers are enthusiastic, confident and knowledgeable about their subjects. Teachers conduct lessons at a brisk pace and sustain students' interest by a variety of good teaching and learning approaches. Teachers make particularly effective use of humour to engage students in discussion to develop communications and grammar skills. There are detailed lesson plans and thorough schemes of work with clears links to national standards. Teaching has a strong emphasis on equality of opportunity and celebrating diversity. In one excellent lesson for students at the beginning of their studies, teachers used a discussion on deafness awareness and signing to improve literacy and spelling. In all lessons, teachers make very good use of students' cultural backgrounds and knowledge. This helps students to build and improve their learning based

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Quality of education and training

on their own personal experiences. Teachers make good use of ICT in lessons to develop students' learning skills. For example, students using computers produced Eid cards with personal greeting messages to develop both their ICT and language skills. There are good ESOL IT handbooks with appropriate language-related activities to develop students' reading and spelling skills. The college offers a wide range of additional activities to develop students speaking of English. These include theatre and other visits, reading literary texts, and a deaf awareness session by a visiting speaker.

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Quality of education and training

123. Most teachers are well qualified and have specialist training in the teaching of ESOL. Well- presented written materials offer a range of language activities and tasks that are relevant to the learning needs of students. Teaching accommodation at the college sites is good, with well- furnished rooms with attractive displays. Accommodation in the community is of a variable standard. Learning centres have a good range of graded reading material and language textbooks. However, there are inadequate resources available for lessons. There are insufficient computers and software for the growing number of students and audio-visual equipment is not always available. In one community centre, the students did not have access to printers or the Internet.

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Quality of education and training

124. The college has taken effective action to widen participation from under-represented groups on ESOL courses. Students are from a wide range of cultural backgrounds, including refugees and asylum seekers, and those who are resident of the United Kingdom who have been unable to develop their English language skills. The college has developed courses, which are culturally and religiously acceptable, particularly for women. These courses give women the opportunity to learn new skills that are immediately useful and develop confidence by working with other women. Many of the students have never participated in any form of education before attending the community ESOL course. To encourage students to participate on ESOL programmes, the college provides a range of useful introductory courses on topics, which are familiar to students; for example, cooking, sewing, driving and ICT. Many teachers are women from a minority ethnic background who provide

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Quality of education and training

useful role models for students. 125. There are established arrangements for initial assessment and target setting. Occasionally, students are wrongly placed on the wrong level course. Individual learning targets are set for each student. Progress towards target is monitored and reviewed every six weeks. However, the targets do not always contain enough detail or are sufficiently challenging and most portfolios do not have records of any assessment taking place. Tutorials are offered to both part-time and full-time students. Students appreciate the support they receive from tutors.

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Leadership and management

126. Leadership and management of provision for ESOL are good. A team of full-time and part-time teachers work well together and share responsibilities for curriculum management. There is not sufficient day-to-day support of the teachers on the college site. Good communications, regular formal meetings and training keep staff well informed and help to share good practice. Staff are up- to-date with current developments in ESOL. Not all teachers are involved in the self-assessment process. There are regular and effective observations of teaching. There are good links and collaboration between the college and the provision in the community.

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Literacy and numeracy

Overall provision in this area is satisfactory (grade 3)

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Strengths

o good teaching and learning in key skills level 1

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Strengths

o good staff development which has improved teaching and learning

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Strengths

o effective initial and diagnostic assessment which supports learning.

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Weaknesses

o failure to meet some students' literacy and numeracy learning needs

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Weaknesses

o insufficient discrete basic skills provision.

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Scope of provision

127. The college offers discrete literacy and numeracy courses, literacy and numeracy support for students studying for other qualifications, and key skills at levels 1 and 2 in application of number and communication skills. The college provides basic skills tuition for Jobcentre Plus programmes for employment training. Provision is available at both campuses. There are a few discrete literacy and numeracy courses in the community. There are 178 students on discrete provision. Additional literacy and numeracy support is available to all students, on an individual basis or in groups. At the time of the inspection, 202 students were receiving additional literacy and/or numeracy support.

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Achievement and standards

128. Students make good progress on discrete courses. There is successful achievement of individual learning goals and, if appropriate, students are entered for open college credits at entry levels 1 and 2. Jobcentre Plus clients on the basic employability training programme successfully achieve the City and Guilds adult literacy and numeracy certificates at entry 1, 2 and 3. Overall, there are very few achievements in adult literacy and numeracy at entry level 3 and level 1. In 2003, of the 98 students in adult literacy only 16 achieved the certificate. In adult numeracy, in 2003, 20 out of 86 students achieved the certificate. Retention rates are good and improving for discrete programmes. On the certificate in adult literacy course, the retention rate in 2003 was 78% and for the certificate in adult numeracy, it was 71%. Student punctuality is good and average attendance at lessons is above the national average for this curriculum area. Many students cannot use their files

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Achievement and standards

effectively as they are poorly organised.

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Quality of education and training

129. Most teaching and learning is satisfactory or better. Teaching in key skills lessons at level 1 is good. The teaching is imaginative and motivates students to take a keen interest in their learning. In an application of number lesson at level 1 on data, a teacher used information gathered from the students at initial assessment to build a pie chart on learning styles. The relevance and importance of data came to life as the students picked out their preferred learning style. In the better lessons for discrete provision, students are particularly interested in their studies, learning activities link closely to the students' own experiences and interests and teaching takes account of individual learning needs. Other successful teaching strategies include learning tasks for small groups of students to improve their communication skills and the good use of questions to check learning. In one very

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Quality of education and training

good lesson, a teacher taught across a wide ability range of adult students developing the oral skills of the students through skilful use of questions.

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Quality of education and training

130. Teachers are particularly effective at encouraging student participation in lesson. The successful integration of literacy and numeracy support on some vocational courses including motor vehicle, pre-uniform services and construction motivates students particularly well to improve their basic skills. In the weaker lessons, teachers use a restricted range of teaching methods. The learning for students is dull and does not stimulate their interest. Some learning fails to meet the literacy and numeracy needs of students. For example, teachers complete students' work for them without an adequate explanation of what they were doing. These students were unable to repeat the task or to recall previous skills logged as successfully completed in their record of learning. In some lessons, teachers are ineffective at developing students' independent learning skills.

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Quality of education and training

131. Key skills teachers are well trained. However, some teachers are not appropriately qualified to teach on the full range of literacy and numeracy courses. In some areas, there are insufficient basic skill teachers. This restricts the amount of literacy and numeracy the college can offer to students, particularly for discrete courses. Resources and general accommodation are good, but some rooms are too small. Teachers use significant amounts of paper learning materials. This material is attractive, clear and links to the basic skills national curriculum. However, there is insufficient use of ILT to develop learning. For some students, there is no access to hardware and other students have insufficient opportunities for using ILT software. ILT access for discrete provision is poor and timings of lessons with ILT are inappropriate for many students.

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Quality of education and training

132. Teachers use the results of initial and diagnostic assessment for all full time students to place students on the right level of courses, and prepare individual learning plans which include short and long-term learning targets, and to plan learning and the activities of support tutors. Targets are linked to the vocational area of work and the basic skills curriculum. In the better examples, students are fully aware of the content of learning plans and targets. However, other students do not make effective use learning plans and rely on teachers to update the paper work without understanding the process. In lessons, there is some good use of positive verbal feedback, but teachers' comments on students' written work are not constructive and do not provide them with clear guidance on the how to improve their performance.

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Leadership and management

133. Leadership and management are satisfactory. There is a clear strategic direction and planning for the provision of literacy and numeracy. Local partnership arrangements are starting to resolve issues around participation in basic skills. Communications are effective. There are regular team meetings and clear arrangements for staff to share good practice. Quality assurance arrangements are mostly effective and staff are involved in self-assessment. Managers have developed an effective programme of staff development to improve the standard of teaching and learning and additional support. Those who have taken part in this programme provide students with good or better teaching and learning. College managers recognise that good teaching and learning is not strength across all literacy and numeracy provision and that much is satisfactory. They have reinforced the established staff development plans to improve the standards teachers provide for all

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Level 16-18 % 19+ %

1 30 37 2 45 29 3 20 12 4/5 0 12 Other 5 10

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Enrolments (%)

Science and mathematics 2,269 805 14 Land-based provision 14 54 0 Construction 97 74 1 Engineering, technology and manufacture 249 374 3

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Enrolments (%)

Business administration, management and professional 474 838 6

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Enrolments (%)

Information and communication technology 1,666 1,315 13

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Enrolments (%)

Retailing, customer service and transportation 61 149 1

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Enrolments (%)

Hospitality, sports, leisure and travel 643 386 5 Hairdressing and beauty therapy 215 213 2 Health, social care and public services 441 2,538 13

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Enrolments (%)

Visual and performing arts and media 255 76 1

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Enrolments (%)

Humanities 741 512 6 English, languages and communication 2,007 576 12

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Enrolments (%)

Foundation programmes 820 565 6 Unknown area of learning 1,483 2,290 17

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Total 11,435 10,765 100

Source: provided by the college in autumn 2003

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2000 2001 2002 2000 2001 2002

Starters excluding transfers 1,502 1,070 1,092 2,304 1,833 1,197

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2000 2001 2002 2000 2001 2002

Retention rate 59 78 76 73 70 76 National average 74 75 75 70 73 74 Pass rate 66 73 74 49 61 62

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1

National average 64 64 66 65 68 69 Starters excluding transfers 1,506 1,653 1,416 1,622 1,636 1,705

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2

National average 69 70 70 70 70 69 Pass rate 78 71 79 77 77 84 National average 66 67 68 65 65 69 Starters excluding transfers 1,359 2,436 2,280 1,236 1,205 1,264

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2

Retention rate 62 72 68 66 75 71 National average 62 67 75 67 67 70 Pass rate 76 79 82 73 80 86

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3

Note: summary of retention and achievement for the last three years by age and level of course, compared against national averages for colleges of the same type (that is general FE/tertiary colleges or sixth form colleges).

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3

1. National averages: Benchmarking Data 1999 to 2001: Retention and Achievement Rates in Further Education Colleges in England, Learning and Skills Council, September 2002.

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3

2. College rates for 1999 to 2002: College ISR.

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observed

Level 3 (advanced) 70 25 5 129 Level 2 (intermediate) 63 29 8 72 Level 1 (foundation) 73 19 8 37 Other sessions 74 22 4 27

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Totals 69 25 6 265

commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Inspection reports are available on the Ofsted web site (www.ofsted.gov.uk).

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