Setting

Date of visit: 23 November 2006

This feedback contains brief findings from the annual assessment visit. It focuses on the themes explored during the visit and does not attempt to give a comprehensive overview of the college’s performance.

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Learners’ achievements

 success, retention and pass rates are broadly similar to the national averages for similar colleges  apprenticeship framework achievement rates are improving rapidly. At the time of the inspection they were similar to national averages for apprentices and above the average for advanced apprenticeships  the FE key skills success rate for application of number and communications at levels 1 and 2 is improving rapidly; in 2005/06 it was well above the national average. Key skills achievements in work-based learning are also improving

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Responsiveness

 the college continues to be highly responsive to employers and the needs of the regional economy: o good quality training is provided for a large number of businesses across North Yorkshire o it has developed new areas of work in response to market needs, for example its expanding construction provision, the new aviation academy established at Leeds-Bradford airport, and its work in provision relevant to a rural economy o college full-time learner numbers and the number of apprentices in training are growing rapidly; up 55% and 70% over a four year period o the college works productively with many partners and makes use of a diverse range of funding. The capital infrastructure to support its growth is of good quality o the pilot work done in 2005/06 to ensure learners are equipped with the skills valued by employers is being expanded this year

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Monitoring of learners’ progress

 the college is currently evaluating how well it monitors learners’ progress and challenges them to do better, for example by placing greater emphasis on the evaluation of the quality of its individual tutorial provision.

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Strategic management

 management defines its strategic priorities clearly, has established a well defined process of ensuring that these priorities are addressed during divisional planning and closely monitors the implementation of these plans  key areas for development are robustly managed, leading to improvement. For example, key skills achievements, identified as a key area for improvement last year, have improved markedly

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Quality assurance and professional development

 the college has increased the proportion of its teachers who are observed teaching. Lesson observation proforma are completed in detail and the findings lead, where appropriate, to professional development. In some instances insufficient attention is given to what the students learned during lesson observation  The professional development programme concentrates appropriately on issues related to teaching and learning  Self-assessment reports are completed in detail. They give close attention to learners’ achievements within their analysis, and judgements are supported well by evidence. In some cases, teaching and learning and learners’ achievements are not given sufficient prominence in the overall findings. Under-performing courses are closely reviewed and appropriate change implemented

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Quality assurance and professional development

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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