Hartlepool College of Further Education

Audience Published Provider reference Hartlepool College of Further Education

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Basic information about the college

Name of college: Hartlepool College of Further Education

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Basic information about the college

Type of college: General Further Education College

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Basic information about the college

Address of college: Stockton Street, Hartlepool, TS24 7NT

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Basic information about the college

Chair of governors: Councillor Mr Ray Waller

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Basic information about the college

Name of reporting inspector: Garth Clucas, ALI

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Basic information about the college

Dates of inspection: 16 to 20 January 2006

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Background of the organisation

1. Hartlepool College is a medium sized general further education college. The college is the major provider of post-16 education in the unitary authority of Hartlepool. The authority also has a sixth-form college and an 11-18 Catholic school. Cleveland College of Art and Design has a centre in Hartlepool. The college is based on a single site.

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Background of the organisation

2. The college serves an area of significant social and economic disadvantage. Hartlepool unitary authority is ranked 14th out of 354 authorities in England for the highest levels of deprivation. In December 2005 the proportion of unemployed was 4.1% in Hartlepool compared with 3% in the North East and 2.4% nationally. In 2004 the proportion of school leavers gaining five or more GCSEs at A*-C in Hartlepool was 48.6%, below the national average for England of 53.7%. The 2001 census recorded 39.2% of the Hartlepool population aged 16-74 as having no qualifications compared with a national figure of 29.1%.

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Background of the organisation

3. In 2004/5 the college enrolled a total of 9,463 students of whom 7,895 (83%) were aged 19 or over and 58% were male. Of the 2,079 full-time students, 1,053 (51%) were aged 16-18. The majority of learners are from the local area. The proportion of learners from minority ethnic groups is very small and comparable to the proportion of these groups in the local population of 1.2%.

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Background of the organisation

4. The college offers programmes in all subject sector areas with the exception of agriculture, horticulture and animal care. In 2004/5 the highest enrolments were in health, public services and care, preparation for life and work, and ICT. There were 375 learners aged 14-16 on an increased flexibility programme and 382 New Deal clients. There were 276 work-based learners, the majority in construction and engineering, including 66 on E2E programmes, and a further 184 employer training pilot learners.

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Background of the organisation

5. A new divisional operational structure was introduced in 2004/05 and a new principal was appointed from August 2005. The college has a centre of vocational excellence (CoVE) in technical design engineering. A second CoVE in building services has been approved and the college is working in collaboration with a neighbouring college. A third regional CoVE has been approved in health and care, led by the Strategic Health Authority. The college’s mission is defined as “enterprise and innovation in the pursuit of academic and vocational excellence for all learners”.

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Scope of the inspection

6. In deciding the scope of this inspection, inspectors took account of: the college’s previous inspection report (www.ofsted.gov.uk); the college’s most recent self-assessment report and development plans; comments from the local Learning and Skills Council (LSC); reports from the inspectorate annual assessment visits; and data on enrolments and learners’ achievements over the period since the last inspection. This inspection focused on the following aspects:

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Scope of the inspection

 overall effectiveness of the college and its capacity to improve further  achievements and standards  quality of provision  leadership and management

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Leadership and management Good: Grade 2

Note: Where contributory grades have been awarded, they are shown in the relevant sections of the report. Contributory grades represent the judgement of the team that the quality of the aspect of provision indicated by the grade differs from the grade overall.

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Effectiveness of provision Good: Grade 2

7. Learners’ achievements are good. The college‘s programmes are effective in developing learners’ skills and in raising their aspirations. The standard of learners’ work is good. Overall college success rates have steadily improved and are good for adults at levels 2 and 3 and satisfactory for 16-18 year olds. Work-related provision is particularly good, and the framework completion by work-based learners is satisfactory.

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Effectiveness of provision Good: Grade 2

8. Teaching and learning are good. Staff have good working relations with learners and make effective use of ILT to enhance learning. Most systems to monitor learners’ progress work well. Improvements have been made in the provision of additional learning support, but its overall impact needs more systematic evaluation. The delivery and achievement of key skills is an area for improvement recognised by the college.

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Effectiveness of provision Good: Grade 2

9. The college’s approach to educational and social inclusion is good. The college has developed a wide range of courses including work with partner schools, community partners and provision for learners with learning difficulties and disabilities. Engagement with employers is outstanding.

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Effectiveness of provision Good: Grade 2

10. Learners receive good guidance and support. Initial assessment and tutorial support is effective. Learners’ views are actively sought and acted upon to bring about improvements to courses and to other operational aspects of the college. The provision of specialist equipment to support learning is good.

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Effectiveness of provision Good: Grade 2

11. Leadership and management are good. The college has a clear strategic direction and the recent restructuring of the college into divisions has been well managed. Procedures for quality assurance are thorough and effective in identifying areas for improvement. Accommodation is good and some specialist resources are outstanding. The Skills for Life strategy is underdeveloped. Some aspects of governance require improvement. There is insufficient promotion of equality and diversity. Overall the college provides good value for money.

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Capacity to improve Good: Grade 2

12. The college demonstrates good capacity to improve its provision. Quality assurance procedures are rigorous. The self assessment process is well established and the report for 2004/05 provides accurate judgements on most aspects of the college’s work. The college’s teaching observation scheme is comprehensive. Development planning is realistic and there is sufficient resource and expertise within the college to secure further improvement. The new divisional structure has been successfully implemented and improvements have been seen in adult success rates. Similar improvements have yet to be realised in the success rates for 16-18 year olds and greater consistency is needed in target setting at divisional level.

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improvement since the last inspection

13. The college has made good progress in addressing areas for improvement identified at the last inspection in 2001. Overall success rates have improved and a good standard of teaching and learning has been maintained. Considerable improvements have been made to the accuracy, effectiveness and use of the college’s management information systems. Links with employers involved in work-based learning have improved. Significant improvement has been made to the quality of general and specialist accommodation. However, since the last inspection there has been insufficient promotion of equality and diversity and the college has been slow to respond to the Race Relations (Amendment) Act 2000.

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Strengths

 clear strategic direction  good management of change  good accommodation with some outstanding specialist resources  effective initiatives and partnerships to widen participation in learning  good success rates for adults at levels 2 and 3  good teaching and learning  outstanding employer engagement  good guidance and support for learners

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The college should address:

 success rates for 16-18 year olds at level 3  approaches to the achievement of key skills  further development of the Skills for Life strategy  arrangements to evaluate the performance of the governing body  promotion of equality and diversity

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Contributory grades:

Learners aged 16 to 18 Satisfactory: Grade 3

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Contributory grades:

14. During the three year period 2002/03 to 2004/05, success rates for adults have risen above national averages for courses at levels 2 and 3. The success rate at level 1 has significantly improved during this period, but is below the national average. Success rates on short courses have been consistently above national averages.

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Contributory grades:

15. Retention rates have improved for adults at all levels. Pass rates have remained generally at or above the national average at all levels. NVQ success rates are above national averages at level 1 and significantly so at levels 2 and 3 and on GCSE programmes.

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Contributory grades:

16. For learners aged 16-18, success rates have remained at the national average at level 1 and risen to slightly above the national average at level 2. The success rate at level 3 has fluctuated, but in 2004/05 was below the national average. Success rates in key skills are poor.

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Contributory grades:

17. Retention rates for 16-18 year olds have remained near to national averages at levels 1 and 2 but have remained below national averages at level 3. Pass rates have been at the national averages. The college-devised scheme shows positive value added in most GCE A level subjects. Performance on some long vocational courses at level 3 is below national averages, with the exception of construction, where success rates are above national averages. For 14-16 year-olds on college vocational programmes, progression to further study at the college is good.

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Contributory grades:

18. In work-based learning there is a high standard of work and good completion of planned learning on the college’s Employer Training Programme. The proportion of E2E learners who complete their programmes and progress to other training or work has recently improved and is now good. There has also been recent improvement in the framework completion rate by work-based learners which is now satisfactory. However, too few work based learners complete their framework within the timescales set for them. The proportion of Job Centre Plus clients who complete their learning programme is good and progression to employment is satisfactory.

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Contributory grades:

19. The standard of learners’ work is good. Appropriate attention is paid to health and safety. Learners are well motivated and enthusiastic about their studies. Average attendance in 2004/05 was satisfactory overall at 84%. Internal progression within the college and progression by full-time students to further study or employment is good. Most of the areas for improvement were accurately identified in the college’s self-assessment report.

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Quality of provision Good: Grade 2

20. Teaching and learning are good. The self-assessment report accurately identified the strengths and areas for improvement. Managers have a clear focus on monitoring and continuing to improve teaching. A feature of recent staff training has been to ensure teachers meet the needs of different learners and this is evident in the range of methods used in classes. Many teachers are skilful at building good relationships with more challenging learners to keep them focused on their work in lessons. In a minority of poorer lessons, teachers deliver their planned lesson without sufficient regard to whether learning is taking place.

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Quality of provision Good: Grade 2

21. Resources to support leaning are good. Learning materials are generally well chosen to engage learner interest. Information learning technology is used effectively to make lessons more interesting and to help learners with their assignments.

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Quality of provision Good: Grade 2

22. The monitoring of learners’ progress is effective. Learners are set targets against which their progress is regularly monitored and reports for younger learners are shared with parents. There is inconsistent practice in the progress tracking on some part-time courses and the college is reviewing this.

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Quality of provision Good: Grade 2

23. The college has made substantial improvement this year in providing for learners who need additional support. Training is provided for staff who give extra support to learners in lessons but some staff need further help to carry out their role effectively. The effectiveness of additional learning support is not sufficiently evaluated at whole college level.

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Quality of provision Good: Grade 2

24. The college identified weaknesses in the provision of key skills in its self- assessment report. Action plans are in place to address this issue but learners are still not making sufficient progress on some courses.

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Quality of provision Good: Grade 2

25. The college offers a good range of programmes and progression opportunities from pre-entry to higher education including a large work-based learning provision. The college is responsive to external requirements and caters well for learners with disabilities and learning difficulties. Programmes with schools include provision for excluded pupils and others with behavioural problems. The college’s approach to inclusiveness is good. The college has yet to effectively address gender imbalances on some programmes.

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Quality of provision Good: Grade 2

26. The college’s engagement with employers is outstanding. The college has very effective employer partnership agreements with 120 local companies. Many employers are actively involved in all aspects of the college, providing work placements, serving on college committees and accessing training on both government funded and full cost programmes. This was identified by the college as a key strength. The college works well with external partners including the local authority, who view the college as integral to the area’s regeneration. It has very good working relationships with the local Connexions service.

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Quality of provision Good: Grade 2

27. The college offers a wide range of enrichment activities which include sporting, cultural, social, and community activities. In addition, a number of overseas and residential trips take place yearly, often involving learners with little or no experience of travel beyond the area in which they live.

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Quality of provision Good: Grade 2

28. The college has delivered a basic skills programme on-line and the Employer Training Pilot includes some skills for life qualifications. This area is underdeveloped and the college has plans to develop a Skills for Life programme throughout the local employer network.

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Quality of provision Good: Grade 2

29. Guidance and support for learners are good. Staff attend school careers events, often conducting initial interviews in schools, and first time visitors to the college are met by trained information and careers advisors who provide an effective signposting service.

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Quality of provision Good: Grade 2

30. Learners undertake initial assessment as part of new admissions procedures. The early diagnosis of additional support needs has been successful in ensuring that support is arranged in a more timely way. Induction and the provision of specialist equipment to support learning are good. Support for literacy is well covered, although it is of variable quality. There is insufficient provision of numeracy support and this is an area for development recognised by the college.

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Quality of provision Good: Grade 2

31. The college’s tutorial system is effective in supporting the progress of learners. Tutor managers in each division monitor the quality of the process well. There are very good counselling arrangements at the college.

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Leadership and management Good: Grade 2

32. Leadership and management are good. Since the inspection in 2001, the college has addressed areas for improvement and improved its success rates for adults at levels 2 and 3. The principal and senior managers set a clear strategic direction.

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Leadership and management Good: Grade 2

33. Quality assurance procedures are rigorous. Revised procedures for course review and evaluation have improved the quality of the self-assessment report in 2004/05. The report is self-critical and identifies key issues but some sections are characterised by description rather than analysis. The teaching observation scheme is comprehensive and staff development extensive. Management information data is now accurate and staff are more confident in its use and analysis. Target setting is also improving but not yet consistent across all divisions.

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Leadership and management Good: Grade 2

34. Leadership and management of the curriculum are good and the recent restructure has been effective. The principal and senior managers provide inspirational leadership and have begun to create effective teams. The support given by senior mangers to the newly created divisions has facilitated the sharing of good practice. The meeting structure, staff briefings and shared staff rooms support good communications across the college.

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Leadership and management Good: Grade 2

35. The majority of full-time teachers hold an appropriate teaching qualification. Procedures for the recruitment and selection of staff are good. The Skills for Life strategy is underdeveloped. There are insufficient numbers of teachers qualified to level 4 in literacy and numeracy.

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Leadership and management Good: Grade 2

36. The recent refurbishment of the college has significantly improved the quality of the buildings. Resources are generally good and outstanding in technical and design engineering and health and care. There are good procedures for the management of health and safety.

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Leadership and management Good: Grade 2

37. Governance is satisfactory. Governors are knowledgeable about the key issues facing the college and the local community. Procedures for the recruitment and training of new governors are underdeveloped, as are arrangements to evaluate the effectiveness of the governing body. These issues were not identified in the self-assessment report. Attendance at board meetings is low. Governors make significant contributions to the college’s performance outside of board meetings.

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Leadership and management Good: Grade 2

38. There has been very good progress since the last inspection to meet the requirements of the Special Educational Needs and Disability Act 2002. Learners with mobility problems can now access all parts of the college. The college implements satisfactory procedures to meet the requirements of section 175 of the 2002 Education Act (safeguarding children). All staff have received training and hold enhanced criminal records bureau checks.

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Leadership and management Good: Grade 2

39. The college has been slow to implement Race Relations (Amendment) 2000 legislation and the governors are not aware of their duty to monitor the college’s action plan. Staff development to promote racial equality has also been slow. College plans have an insufficient focus on issues of race and gender.

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Leadership and management Good: Grade 2

40. Financial management and control are good both at college and governing board level. The college provides good value for money.

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Table 1

Success rates on mainstream level 1 qualifications, by qualification type, expected end year and age 2001/02 to 2003/04, compared to the national rates for colleges of a similar type.

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Table 2

Success rates on mainstream Level 2 qualifications, by qualification type, expected end year and age 2001/02 to 2003/04, compared to the national rates for colleges of a similar type.

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Table 3

Success rates on mainstream level 3 qualifications, by qualification type, expected end year and age 2001/02 to 2003/04, compared to the national rates for colleges of a similar type.

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Table 4

Success rates on work-based learning programmes managed by the college in 2003/04

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Table 4

End Year Apprenticeship Programme Number of Learners * College Framework rate ** National rate ** College NVQ rate ** National rate ** 2003/04 Apprenticeship 172 27 33 49 50 Advanced 179 26 32 43 50 * Learners who leave later than originally planned are counted in the year they actually leave. This group of learners are then added to the learners who planned to complete in a given year and did so or left earlier than planned ** College and national qualification success rates are calculated using LSC published data derived from the ‘Individual Learning Record’ b) Timely success rate

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Table 4

End Year Apprenticeship Programme Number of Learners * College Framework rate ** National rate ** College NVQ rate ** National rate ** 2003/04 Apprenticeship 147 11 16 28 27 Advanced 180 22 19 37 33 * The number of learners who planned to complete their learning programme in the given year ** College and national qualification success rates are calculated using LSC published data derived from the ‘Individual Learning Record’

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Table 4

1. Outcomes on Entry to Employment (E2E) programmes managed by the college 2003/04 to 2004/05

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Table 4

Year Number of starts in year Achieved Objectives * Progression ** Still in learning

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Table 4

* These are key objectives identified for each learner following an E2E programme ** Progression is measured in terms learners’ movement to further education, education and employment, during or at the end of their training period

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Table 4

2. Outcomes for Employer Training Pilots and National Employer Training Programmes managed by the college in 2004/05.

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Table 4

Year Number of starts in year Planned learning completed * Still in learning

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Table 4

2004/05 184 159 0 * These are key learning objectives identified for each learner following an ETP or NETP programme

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Table 4

3. Outcomes on Jobcentre Plus programmes managed by the college 2002/03 to 2004/05

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Table 4

Year Number of starts in year Planned learning completed * Gained employment Still in learning

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Table 4

2002/03 375 211 46 0 2003/04 457 285 101 0 2004/05 382 256 93 24

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Table 4

* These are key objectives identified for each learner following a JC+ programme

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Table 4

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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