Setting

Date of visit: 6 February 2007

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

p.1

What were achievement and standards in 2005/06?

 In 2005/06, success rates for both age groups, with the exception of adults on courses at level 1, were broadly at or above national averages. The high retention rates noted at the last visit were sustained at most levels and, with the exception of learners aged 16 to 18 on level 3 courses, retention in 2005/06 was significantly above the national average for 2004/05. Of particular note is the improvement for adults on level 3 courses where retention rose sharply from a poor 66% in 2004/05 to 81% in 2005/06. Success rates for adult learners at levels 2 and 3 improved to significantly above the national average with improved pass rates at both levels. However, there was a very sharp decline in level 1 success and pass rates and overall success rate fell to 47% compared to the national average of 62%. The college analysis suggests that the impact of distance learning at this level has contributed to the decline. Learners aged 16 to 18 achieved success

p.1

What were achievement and standards in 2005/06?

rates broadly at the national average at levels 1 and 3, but pass rates declined from 85% to 72% at level 1. Level 2 success rates were above the national average of 61% at 68%.  Students on very short courses achieved well but success rates on longer short courses were low.  Retention on adult programmes has improved but in several areas learners did not complete their qualifications. Measures have been put in place to improve achievement, for instance unitisation of information technology. Recording and recognising prior achievement (RARPA) has been introduced recently into all non-accredited provision. These procedures are new and have not yet been evaluated. Lines of responsibility are clear and communication has improved. A re-designed curriculum enables staff to share their skills better, for instance in using Skills for Life as a progression route into higher level study.

p.1

addressed effectively in 2005/06?

 The poor performance of distance learning courses was not addressed effectively in 2005/06 because of poor lines of reporting and management. The college has now taken very vigorous action including the discontinuation of courses, staff changes and the introduction of clear lines of reporting and accountability.

p.2

2006/07?

 Current college data suggest that high levels of retention and attendance are being both sustained and improved upon. Current college data, nearly half way through the academic year, show that both are between 98% and 100%.

p.2

this weakness?

 The previous AAV report noted improved outcomes in work-based learning with more learners achieving early. This is clearly confirmed in the 2005/06 data with especially good improvement in success rates at level 2. Overall national vocational qualification (NVQ) success rates were nearly at the national average although the framework success rate was six percentage points below the national average. However, level 2 framework success rates have risen sharply from 38% in 2004/05 to 52%, the national average, in 2005/06. In construction, they improved from 25% in 2004/05 to 57% in 2005/06, with increased key skills achievement closing the gap between framework and NVQ success rates. However, timely achievement is poor and level 3 provision is showing less improvement.

p.2

is the current position?

 Progress has been made in the achievement of key skills although the 33% success rates did not meet the college target in 2005/06. Over half of students passed the tests but there was insufficient focus on the complete qualification and portfolios were not as successful. However, remaining issues affecting achievement have now been identified and improvements have been secured. The restructure is complete and specialist staff are in place to support and develop subject tutor skills. External support from consultants has developed materials and the change to a single awarding body has enabled the college to make best use of the external verifier’s advice. Observations of teaching include the quality of key skills and group and individual staff development is offered. The college observations of key skills still indicate some poor teaching in discrete key skills lessons.

p.2

How robust and accurate is lesson observation?

 The previous AAV identified the strategic focus on the quality of teaching and learning as well embedded. This focus has been well maintained and the college has put teaching and learning firmly at the centre of its drive for improvement. Comprehensive lesson observation has been established with clear processes and procedures. Explicit links with staff development and appraisal have been introduced. The moderation of grades is well organised but does not offer sufficient opportunities for observers to participate in the moderation exercise. The proportion of teaching judged to be unsatisfactory is reducing. It is not possible to judge accurately the overall position on good or better teaching as the college is focusing its present observations on previously unsatisfactory and satisfactory teaching with a consequent depressing of the proportion of higher grades. There is increasingly effective sharing of good practice and examples are recorded and

p.3

How robust and accurate is lesson observation?

celebrated in college publications. In the small sample of written observations examined, judgements generally supported the grade given but there was insufficient detail on students’ learning and progress.

p.3

How robust and accurate is lesson observation?

 The college has continued the developments of information learning technology (ILT) noted in the previous annual assessment visit. The physical infrastructure is now in place and staff development continues to enable teachers to use ILT effectively. All teachers have laptops and rooms are fitted with wireless connections throughout the college and over all college sites. A new e-mentor system has students mentoring staff to ensure a focus on the learner experience. Staff are supported by specialist developers to help them to use ILT in their teaching. A bank of useful material is particularly effective in some areas of learning. The college is also sharing its expertise with partner schools.

p.3

construction?

 The college has worked hard to improve provision in construction that was found to be inadequate at the previous two inspections. The significant changes to management have resulted in purposeful and committed mangers working closely together in order to secure improvements. They demonstrate a good level of knowledge and understanding of the issues and actions needed. The many new teaching staff are well supported and there is particularly close monitoring of students’ progress. However, college observations show that there remains a need to improve further the quality of teaching and learning.  College data for 2005/06 show improvements to previously low success rates on long qualifications. Data used include construction management but exclude electrical installation which did not form part of the inspection and is managed in a separate department. For students aged 16 to 18, success rates at level 1 have improved from

p.4

construction?

35% to 53%. However, this is still below the 2004/05 national average of 60%. At level 2, they have risen to 56% which is fourteen percentage points above the national average for 2004/05. Level 3 success rates are at the previous year’s national average of 44%. Overall, retention has improved, but the greatest gains have been in pass rates with very sharp improvements at all levels.  Achievement has also risen for adult learners. In particular, a success rate of 76% at level 1 is significantly above the national average of 58%. Level 2 success rates have improved from 22% to 58% (national average 53%). At level 3 they are slightly above the national average of 53% at 57%. Both retention and pass rates have improved with a particular improvement in level 3 pass rates from 65% to 89%. The college is keenly aware of the need to consolidate and sustain these improvements and the need to secure further improvements,

p.4

and are all appraisals now on schedule?

 The restructuring of the management team has resulted in a greatly reduced number of posts. Roles are now better aligned with college functions and there are clear lines of accountability and responsibility. Managerial positions reflect the expertise and experience of the staff appointed. The quality of data available has improved and managers use it with confidence. College key performance indicators (KPIs) have been introduced and all plans and activities must align with these KPIs. The interaction between areas of learning has increased and resulted in improvements for students. The middle managers interviewed expressed very positive support and confidence in the leadership of the college and regard their new roles with enthusiasm. Many managers are relatively new to their roles and management training is a priority for the college. The college has successfully nurtured a culture of compliance with processes and procedures. Staff interviewed

p.5

and are all appraisals now on schedule?

commented on the greatly improved communication, openness and consultancy. They commented that they now feel they can influence and be a part of what happens in the college. The new performance management scheme has been implemented. Comprehensive appraisal that is explicitly linked with observation and training is on schedule.

p.5

and are all appraisals now on schedule?

 Many actions have been taken to improve the management and delivery of work-based learning. New staff have been recruited to fill vacant posts. Management is centralised and streamlined. Staff roles are defined clearly and they are accountable for specific targets linked to college key performance indicators. Standardised systems record and monitor progress centrally. Regular meetings monitor quality and give early warning of issues. Poorly performing courses have been removed or re-started. Course definitions have been revised to ensure tighter timescales. The backlog of learners who have not achieved timely qualifications has reduced by half. Staff development and mentoring is supporting and raising the skills of vocational specialists. New materials have been developed and are shared on the virtual learning environment (VLE). Learner satisfaction is showing a clear upward trend. Both managers and staff have been able to broaden

p.5

and are all appraisals now on schedule?

their experience through networking with centres of vocational excellence (CoVEs). The proposed curriculum change to offer the plumbing qualification rather than heating and ventilation presents a more complex qualification that will require careful planning to ensure success.

p.5

and are all appraisals now on schedule?

 The self assessment report (SAR) presents an accurate overall evaluation of the college’s performance. The SAR process is clear and validation is thorough. However, the awarding of a grade of ‘good’ for capacity to improve relies heavily on actions taken and less on the impact of change. Curriculum SARs support the grade awarded but some lack sufficient detail on teaching and learning.

p.5

What progress has been made in accommodation?

 Ambitious plans for the new college building continue. The present accommodation presents many problems with deteriorating provision in many areas. The college has been particularly careful during this period to improve and maintain the existing building. Facilities and teaching resources for areas such as electrical installation have been improved significantly and the college continues to carry out well planned and necessary improvements.

p.6

What progress has been made in accommodation?

information quoted is reproduced verbatim without adaptation, and the source and date of publication are stated.

p.6

What progress has been made in accommodation?

Inspection reports are available on the Ofsted website (www.ofsted.gov.uk).

p.6