The Bournemouth and Poole College

Audience Published Provider reference The Bournemouth and Poole College

p.1

Contents

Basic information about the college 3 Background of the organisation 4 Scope of the inspection 4

p.2

Contents

Summary of grades awarded 5 Overall judgement 6 Main findings 8

p.2

Basic information about the college

Name of college: The Bournemouth and Poole College

p.3

Basic information about the college

Type of college: General Further Education

p.3

Basic information about the college

Address of college: North Road, Poole, Dorset, BH14 0LS

p.3

Basic information about the college

Name of lead inspector: Michael Davis, ALI

p.3

Background of the organisation

1. The Bournemouth and Poole College is one of the largest general further education (GFE) colleges in the country. It is the biggest provider of academic and vocational education in Dorset. The college’s data for 2005/06 show that of the 20,364 learners on roll, 16,381 were Learning and Skills Council (LSC) funded students, of whom 3,499 were aged 16-18 and 12,882 were adults. Over 3,000 learners aged 16-18 study full-time, with the majority of adults following part-time provision. The college offers courses across all 15 sector subject areas. There is large provision for work-based learning. Approximately 1,000 learners each year follow apprenticeship programmes together with over 100 Entry to Employment (E2E) learners. The college leads a large Job Centre Plus consortium, each year attracts some 200 international students and provides vocational courses for nearly 300 school pupils. Courses range from

p.4

Background of the organisation

pre-entry to higher national diploma (HND) and foundation degrees. Over 800 students followed higher education courses. The college has centre of vocational excellence (CoVE) status in three areas - retail, culinary arts and health and social care. In 2005/06, the proportion of learners from minority ethnic backgrounds was small, but similar to the local population. Unemployment rates are slightly lower than the national average, but the proportion of school leavers that achieve five or more grades A* - C, including English and mathematics, is four percentage points higher. Over 80% of the curriculum provision and all of the central support services and departments are located at the two main sites: Lansdowne, Bournemouth and North Road, Poole. The college also has six other major sites in the Bournemouth and Poole area and provision at many community venues.

p.4

Background of the organisation

2. The college mainly recruits students from Bournemouth, Poole and Christchurch. However, it also attracts students from other parts of Dorset and Hampshire. The college mission is ‘to serve the community through world class, high quality education and training, and the pursuit of excellence in all that we do’.

p.4

Scope of the inspection

3. 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 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:

p.4

Scope of the inspection

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

p.4

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.

p.5

Effectiveness of provision Good: grade 2

4. Achievements and standards are satisfactory. Since the last inspection, success rates have continued to improve. Most are now at or above national averages, but some are below. Success rates are high for learners aged 16-18 following level 1 provision and for adults at level 2. Work-based learning outcomes are consistently good. Learner progression at all levels is good. Some students’ work is very good and overall satisfaction rates are high.

p.6

Effectiveness of provision Good: grade 2

5. Teaching and learning are satisfactory, but improvements are ongoing. Many learners develop good independent skills and work safely in workshops. The college’s virtual learning environment (VLE) is well used by many students. Most learners’ work is well planned and homework marked promptly. However, in some classes, insufficient attention is paid to the needs of individual learners.

p.6

Effectiveness of provision Good: grade 2

6. The college’s approach to meeting the needs of learners and employers is outstanding. A wide range of courses is provided, including work-based learning. There are clear pathways from pre-entry to higher education. The college’s approach to educational and social inclusion is good. The college has particularly effective partnerships with community and voluntary organisations. Links with employers and schools are outstanding. Enrichment activities are excellent.

p.6

Effectiveness of provision Good: grade 2

7. Learners receive good guidance and support. Advice and guidance are relevant and impartial. Pastoral support is effective. The diagnosis of, and provision for, specific learning needs are very good. Counselling and welfare arrangements are well managed and co-ordinated. Tutorial arrangements for full-time, 16-18 learners are effective.

p.6

Effectiveness of provision Good: grade 2

8. Leadership and management are good. Senior managers and governors share a clear strategic vision and success rates have continued to rise. Self-assessment and quality monitoring procedures are rigorous and comprehensive. Judgements made are mostly accurate. Management information is now reliable, but its use for target setting is underdeveloped. Experienced governors effectively support the college and monitor performance.

p.6

Capacity to improve Good: grade 2

9. The college’s capacity to improve is good. Success rates continue to improve and quality assurance processes identify and remedy most weaknesses effectively. Staff have clear accountabilities and demonstrate a commitment to raising standards further. The self-assessment process is robust. A clear focus on teaching and learning is leading to higher standards. The college is able to monitor effectively its action plans for improvement.

p.6

improvement since the last inspection

10. The college has made good progress in remedying weaknesses identified at the last inspection. Management information systems now provide accurate and timely data on learner performance. The college has made progress on monitoring the performance of learners by ethnicity, gender and disability, but only at the college level. The revised management structure has strengthened curriculum management. Key skills success rates have improved. Appropriate action has been taken to improve access to college buildings for people with restricted mobility. Attendance rates are mostly satisfactory.

p.7

Strengths

 good leadership and governance  clear vision and strategic planning  highly effective partnership working and employer engagement  much continuous improvement since the last inspection  outstanding arrangements to meet local needs  good work-based learning provision  safe and enriching learning environment  good learner progression  very effective support for learners’ additional needs.

p.7

The college should address:

 success rates that are below national averages  use of data to better inform target setting  teaching that does not take sufficient account of individual learners’ needs  standardisation of practices across the college  slow introduction of some college-wide improvement strategies.

p.7

Contributory grades:

Learners aged 14-16 Good: grade 2 Work-based learning Good: grade 2

p.8

Contributory grades:

11. Achievements and standards are satisfactory. Overall, success rates for long courses are at or around national averages. Since the last inspection, success rates have generally improved, by over 20 percentage points. In 2005/06, success rates for learners aged 16-18 were good at level 1 and satisfactory at levels 2 and 3. Achievements on some vocational courses are high. Success rates for adult learners at level 1 have remained low and in 2005/06 were 9 percentage points below the national level. Information and communication technology provision was particularly poor. At level 2, success rates have remained above the national level for the last 3 years, with level 3 around the national averages. On very short courses, success rates are above the average for learners aged 16-18 and satisfactory for adults. In 2005/06, success rates for longer short courses were low. Retention rates for learners aged 16-18 are

p.8

Contributory grades:

broadly satisfactory. However, for adults they are just below the national average at levels 1 and 3, whilst significantly above at level 2. In 2005/06, achievement rates for 16-18 year olds rose to above national averages at all levels, but the picture for adult learners was more mixed. The proportion of learners aged 16-18 that achieve their predicted grades at GCE AS and A Level, relative to their prior achievement at GCSE, is low. Some AS-level results are poor. In recent years, key skills success rates were very low, but in 2005/06 they rose to 46%, much higher than the national level. However, the number of entries was lower than previously and achievements at level 3 were low.

p.8

Contributory grades:

12. In work-based learning, success rates for both types of apprenticeship programmes have remained above the national average for the last three years. In 2005/06, for example, the overall success rate on the engineering apprenticeship programmes was 85%. Until recently, however, many construction apprentices completed their programme late. E2E progression is good and improving, with rates around 70%. Unit qualification success rates for school pupils following college courses are good. Learner progression between levels and onto higher education is generally good. Attendance and punctuality are broadly satisfactory and in some areas good. Satisfaction survey rates are high and most students enjoy learning. Many learners develop good practical skills. Learners use safe work practices in workshops and in the workplace.

p.8

Quality of provision Good: grade 2

13. Teaching and learning are satisfactory. College lesson observation records indicate that teaching and learning are steadily improving, but these have yet to impact sufficiently on outcomes. As identified in the self-assessment report, the

p.8

9

pace of most lessons is appropriate and student learning is generally satisfactory or good. Most learners are well motivated and attentive. Learners are clear about lesson objectives and they participate well in lessons. In the best lessons, good questioning techniques and other activities allow learners to demonstrate what they have learnt. Many learners develop the ability to work independently and in groups. Teachers are knowledgeable and experienced. In practical lessons, they readily draw on their experience of industry to enhance learning. Vocational learners develop a good awareness of employers’ expectations and requirements. Training and assessment for apprentices in the workplace are good. Learners following the E2E programme develop good literacy and numeracy skills. In many lessons, information learning technology is used effectively, particularly at level 1. Weaker lessons often fail to motivate

p.9

9

and involve all learners. In a minority of lessons, there are too few checks to ensure learning is effective. In many theory lessons, insufficient attention is paid to meeting learners’ individual needs.

p.9

9

14. The college’s VLE is popular and well used by many students. Although not fully developed in some curriculum areas, it contains an extensive range of materials. Updating is ongoing. Students make good use of computers for research purposes and when completing assignments.

p.9

9

15. The assessment of students’ work is satisfactory. Homework is set frequently and marked promptly. Written feedback on learners’ work often helps them to improve. The assessment of practical skills is mostly well planned and internal verification is generally thorough. Learners review and plan their progress with their tutors every six weeks. Most action plans and targets are well constructed but a minority lack clarity and precise timescales for completion.

p.9

9

16. At the start of a course, all learners aged 16-18, and a minority of adults, complete a detailed literacy and numeracy initial assessment. At level 1, all full- time learners receive additional learning support during lessons. Other learners identified as in need of additional help receive it quickly. Learners speak very highly of the support they receive. In a minority of lessons, learning support assistants are not used effectively.

p.9

9

17. The college’s approach to meeting the needs of learners and employers is outstanding. It offers a very wide and comprehensive range of courses with clear progression routes from level 1 to level 4. It has effective partnerships and strategies to provide innovative programmes to attract underrepresented groups. The college is committed to partnership working. It works effectively with a range of community and voluntary organisations to meet the needs of disadvantaged communities. Provision is flexible, responsive and accessible. The college programme of enrichment is extensive. Full-time learners enjoy a range of activities, as part of tutorials and the curriculum.

p.9

9

18. The college’s responsiveness to the needs of employers is outstanding. The business development unit has a clear and effective strategy to increase engagement. Provision is relevant to employers’ needs and is well managed.

p.9

10

Communications are excellent. A wide range of employers support the college’s successful apprenticeship programmes. Learners have good opportunities to take part in taster and work experience opportunities. The college has developed a successful programme for 14-16 year olds and links effectively with 44 schools. The unitised vocational curriculum is relevant, with 70% of learners progressing to college courses. The college has implemented some good strategies to improve key skills provision, which was weak in the previous inspection.

p.10

10

19. Learners receive good advice, support and guidance. Staff work effectively in partnership with local schools, employers and community organisations. At the interview stage, learners receive good impartial guidance. The diagnosis of specific learning needs and the provision to support them are good. The college provides assistive technology, laptops and equipment software. Learners are very well supported in the transition from school to college. For example, learners with learning difficulties and disabilities visit the college for orientation sessions before starting their course. Staff that provide support functions have appropriate specialist qualifications and relevant experience.

p.10

10

20. Induction arrangements are effective. Learners receive good careers guidance, especially those wishing to progress to higher education. Other level 3 learners are not so well catered for. Tutorial support for learners aged 16-18 is good and includes topics such as healthy lifestyles. Tutoring for adult and part-time learners is improving. Pastoral support is very good. Counselling and welfare arrangements are well managed. Learners are well supported through extensive links with a wide range of external agencies. Consultation with learners is excellent and feedback is acted on promptly. The college is highly responsive to the views learner representatives present at the student council and in governors meetings. There is regular communication between the college and parents of 16-18 year old learners.

p.10

Leadership and management Good: grade 2

21. Leadership and management are good. The principal sets a clear strategic direction for the college, supported by senior managers and governors. There is a strong focus on raising achievement, and success rates have steadily risen since the last inspection. The revised management structure has effectively clarified roles, responsibilities and accountability.

p.10

Leadership and management Good: grade 2

22. Procedures for self-assessment and monitoring the quality of provision are rigorous and comprehensive. Managers meet regularly with course teams to review performance. The self-assessment process is mostly effective in identifying key strengths and areas for improvement, although some curriculum area self-assessment reports do not contain sufficiently detailed evidence.

p.10

Leadership and management Good: grade 2

23. Managers are making good progress in developing ways to measure the impact of improvement strategies. However, across the college there are still too many inconsistencies in performance and practice. Following joint lesson

p.10

11

observations, inspectors mostly agreed with judgements made by college observers on the quality of teaching and learning.

p.11

11

24. Since the last inspection, the collection and accuracy of management information have improved significantly and it is now more widely available. However, the college recognises the need to use data much more effectively if it is to set more realistic and challenging targets at course, curriculum area and college level.

p.11

11

25. Equality of opportunity is well promoted and the college is very inclusive. Good progress has been made in monitoring the performance of different groups of learners, but the analysis is insufficiently detailed. Action plans identify clear priorities for further developments, and progress is reported on. The college meets the statutory requirements of the Race Relations (Amendment) Act and the Special Educational Needs and Disability Act.

p.11

11

26. Partnership working is highly effective in extending the range of learning opportunities. Arrangements for safeguarding children and vulnerable adults are comprehensive and compliant with the latest regulations. Employers and community representatives speak very highly of their involvement with the college and the support it provides. There are very good leadership strategies for work-based learning and the provision is well managed.

p.11

11

27. Accommodation and resources are satisfactory. The college has well advanced plans to redevelop accommodation on both main sites. The college’s investment in information technology and the development of its VLE are significant. These resources are mostly very good, but not fully developed or well used in a few curriculum areas. There are good specialist resources in many vocational areas. High proportions of teachers have or are working towards a teaching qualification. The staff appraisal process has improved, but the college acknowledges the need to increase the regularity of reviews.

p.11

11

28. Governors bring a wide range of expertise to the college and monitor college and learner performance closely. They are well informed and have a clear understanding of the challenges confronting the college. Financial management is good, but as some class sizes are low and success rates mostly satisfactory, the college overall provides satisfactory value for money.

p.11

Table 1

Success rates on mainstream level 1 qualifications, by qualification type, expected end year and age, 2004 to 2006, compared to the national rates for colleges of a similar type. Please note the college produced the 2005/06 data set.

p.12

Table 1

16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff 1 Long 03/04 601 59 60 -1 1326 64 59 5 04/05 1033 64 64 0 1349 49 62 -13 05/06 925 70 1752 53 03/04 16 75 65 10 0 0 52 -52 GNVQs and precursors 04/05 21 76 68 8 0 0 58 -58 05/06 24 83 0 0 NVQs 03/04 147 69 61 8 127 52 62 -10 04/05 142 61 67 -6 85 65 67 -2 05/06 184 61 82 68 Other 03/04 438 55 60 -5 1199 65 59 6 04/05 870 64 64 0 1264 49 61 -12 05/06 717 72 1670 52

p.12

Table 2

Success rates on mainstream level 2 qualifications, by qualification type, expected end year and age, 2004 to 2006, compared to the national rates for colleges of a similar type. Please note the college produced the 2005/06 data set.

p.12

Table 2

16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff 2 Long 03/04 1399 57 56 1 2431 60 54 6 04/05 1666 62 61 1 2195 68 60 8 05/06 1425 64 2030 67 GCSEs 03/04 305 53 61 -8 313 62 59 3 04/05 263 59 64 -5 342 58 62 -4 05/06 179 70 120 53 03/04 97 58 63 -5 15 60 57 3 GNVQs and precursors 04/05 88 61 67 -6 25 88 70 18 05/06 82 79 38 71 NVQs 03/04 239 61 52 9 680 48 54 -6 04/05 378 58 57 1 986 70 60 10 05/06 341 64 783 69 Other 03/04 758 58 54 4 1423 65 53 12 04/05 937 64 60 4 842 68 59 9 05/06 811 61 1089 65

p.12

Table 3

Success rates on mainstream level 3 qualifications, by qualification type, expected end year and age, 2004 to 2006, compared to the national rates for colleges of a similar type. Please note the college produced the 2005/06 data set.

p.13

Table 3

16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff 3 Long 03/04 2901 59 64 -5 2774 50 54 -4 04/05 2490 63 68 -5 1876 58 57 1 05/06 2455 67 1449 59 03/04 378 79 84 -5 142 70 66 4 A/A2 Levels 04/05 337 77 86 -9 99 70 69 1 05/06 352 86 80 64 AS Levels 03/04 1147 57 63 -6 284 49 50 -1 04/05 1030 63 66 -3 251 50 52 -2 05/06 1062 66 69 65 03/04 596 52 52 0 108 38 44 -6 GNVQs and precursors 04/05 314 75 60 15 49 73 53 20 05/06 150 72 32 66 NVQs 03/04 74 57 54 3 615 40 47 -7 04/05 79 72 62 10 350 51 54 -3 05/06 58 81 352 55 Other 03/04 704 59 56 3 1286 49 56 -7 04/05 729 49 60 -11 1164 58 58 0 05/06 2901 59 966 59

p.13

Table 4

Success rates on work-based learning ‘apprenticeship’ programmes managed by the provider/college 2003/04 to 2005/06

p.13

Table 4

Programme End Year Success rate No, of learners * College NVQ rate ** National NVQ rate ** College framework rate ** National framework rate ** overall 153 41 48 37 31 03/04 timely 179 37 30 34 19 overall 117 65 48 57 34 04/05 timely 92 38 31 34 21 overall 176 63 55 Advanced Apprenticeships

p.13

Table 4

05/06 timely 164 49 43 overall 166 60 47 52 32 03/04 timely 188 36 24 31 16 overall 350 55 50 50 38 04/05 timely 391 24 29 23 22 overall 368 61 59 Apprenticeships

p.13

Table 4

* 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’

p.13

Table 5

Outcomes on Entry to Employment (E2E) programmes managed by the college 2003/04 to 2005/06

p.14

Table 5

Year Number of starts in year Achieved objectives rate * Progression rate ** 2003/04 166 15 44 2004/05 140 46 56 2005/06 136 42 70

p.14

Table 5

* 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

p.14

Table 5

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).

p.14