Calderdale College

Audience Published Provider reference Calderdale College

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Post-sixteen TBC 130535 information quoted is reproduced verbatim without adaptation, and the source and date of publication are stated. Inspection reports are available on the Ofsted website (www.ofsted.gov.uk).

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Introduction

Calderdale College was inspected in March 2004. Inspectors from the Office for Standards in Education (Ofsted) and the Adult Learning Inspectorate (ALI) carried out the inspection under Section 62 of the Learning and Skills Act. The quality of provision was found to be satisfactory or better in all areas inspected, except in the curriculum area of English, languages, communication*, and WBL areas of construction and hairdressing which were found to be less than satisfactory. Ofsted is responsible for re-inspecting all provision that is less than satisfactory within two years of the original inspection. If inadequate areas of learning or aspects of provision remain inadequate following re-inspection, inspectors will continue to monitor progress at annual assessment visits, but the areas will not be re-graded. They will be re-inspected during the full college inspection.

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Introduction

*The curriculum area of English, languages and communication were judged to be unsatisfactory in the 2002 inspection and in the subsequent 2004 inspection.

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Introduction

The less than satisfactory WBL in construction and hairdressing were re- inspected on the 20 and 21 February 2006. The outcomes of the re- inspection are as follows.

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Context

There are 31 advanced apprentices, 166 apprentices and one NVQ learner. All apprentices are employed. Construction courses for work based learners are available in four areas; brickwork, carpentry and joinery, electrical installation and plumbing.

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Context

Strengths • very good skills development • good learning support

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Context

Areas for improvement • insufficient co-ordination of on and off the job training • some poor health and safety practice

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Achievement and standards

Many learners demonstrate very good work standards in workshops and on site. Employers rate their vocational and employability skills highly and many become valued employees.

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Achievement and standards

Framework completion has improved. In 2001/02 the success rate was 16%. Of the 77 apprentices on the 2002/03 cohort, 22 (29%) completed their framework and 22 remain in learning. Of 10 advanced apprentices from the 2003-04 cohort, three completed their framework; two remain in learning. Retention is around 50% and improving. Effective action has reduced the number of learners who do not complete in the specified time, but this remains a concern at 17%. Success rates on occupational qualifications are improving.

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Quality of provision

Most teaching and learning is satisfactory, though a small amount is good. Well planned practical sessions support each learner. Overall programme planning is satisfactory. Key skills are well promoted from the start and throughout the learners’ programme. Individual learning plans are well maintained. Progress reviews are satisfactory. Achievable targets are set and progress monitored closely at subsequent reviews. Learners are aware of their progress, but employers do not always attend reviews. They are not familiar with details of the NVQ or learners’ work at college. Additional support for literacy and numeracy is good and effective. Learning support is discreetly integrated into learning and sensitively provided. Many of the learners receiving additional support complete their programmes early.

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Leadership and management

Leadership and management are satisfactory. The previously inadequate monitoring of learners’ progress is much improved. Progress records are well maintained, frequently discussed and regularly checked. Resources are satisfactory. Some poor health and safety practice was seen. Brick storage area housekeeping is poor, some bricklayers wear trainers, ladders are wrongly stored and a pedestal drill has no guard.

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Leadership and management

information quoted is reproduced verbatim without adaptation, and the source and date of publication are stated. Inspection reports are available on the Ofsted website (www.ofsted.gov.uk). information quoted is reproduced verbatim without adaptation, and the source and date of publication are stated. Inspection reports are available on the Ofsted website (www.ofsted.gov.uk).

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Context

There are 43 apprentices and 10 advanced apprentices. All learners are offered additional qualifications alongside their main qualification in hairdressing.

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Context

Strengths • good integration of key skills • good support for learners • well equipped hairdressing salons

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Context

Areas for improvement • insufficient challenge for level three learners • missed opportunities for assessment in the workplace

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Achievement and standards

Retention and achievement have improved. In 2003/04, five out 12 learners completed their apprenticeships. In 2004/05, 11 out of 19 (58%) completed their framework. From the 2005-06 cohort, 88% of apprentices are retained and making good progress. On advanced apprenticeships there has been improvement over the last three years; retention has improved to 83% in 2004/05.

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Achievement and standards

Key skills are now well integrated from the start of the programme. This has improved framework completion and learners attainment. Progress of learners has improved; sixty four per-cent of NVQ level 2 learners achieve within their planned programme.

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Quality of provision

Teaching and learning have improved. Teaching staff make effective use of information learning technology (ILT). Key skills are identified in schemes of work, in lesson plans and re-inforced in practical lessons. Learners on advanced programmes are insufficiently challenged; some of the practical activities at college do not provide adequate opportunities to develop creative skills.

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Quality of provision

Assessment is generally well planned. However, assessment plans in the work place do not include target end dates and opportunities to assess learners are sometimes missed. Assessment of advanced apprentices takes insufficient account of the well-developed skills they have gained at work.

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Quality of provision

Support for work-based learners is good. Tutorial sessions are well structured and learners’ speak highly of their tutors.

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Leadership and management

Leadership and management are satisfactory. The programme manager works closely with the training officer to monitor progress effectively. Co- ordination of on and off the job training and communications are satisfactory. All staff have a clear understanding of their roles and responsibilities. Well equipped, refurbished hairdressing salons meet high commercial standards.

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Leadership and management

information quoted is reproduced verbatim without adaptation, and the source and date of publication are stated. Inspection reports are available on the Ofsted website (www.ofsted.gov.uk).

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