Lincoln College

Audience Published Provider reference Lincoln College

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Contents

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

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Basic information about the college

Type of college: General Further Education

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Basic information about the college

Address of college: Monks Road, Lincoln, LN2 5HQ

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Basic information about the college

Name of lead inspector: Bernard McDonald, ALI

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Basic information about the college

Dates of inspection: 15 - 19 January 2007

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Background of the organisation

1. Lincoln College is a large general further education college in the East Midlands. The main site is in the centre of Lincoln, and there is a smaller site in Gainsborough, some 20 miles to the north-west. The college serves a wide geographical area. The college’s mission is: to provide high quality lifelong learning opportunities for all the communities the college serves and in response to local, regional and national need.

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Background of the organisation

2. The college enrolled 10,099 learners in 2005/06, of which 2,814 were 16-18 year olds and 7,285 were adults. Some 57% of learners are female and 5% have learning difficulties and/or disabilities. The proportion of learners from minority ethnic backgrounds, though low, is greater than in the area in which the college operates. The proportion of school leavers with five or more General Certificate of Education (GCSE) grades A*- C in Lincoln in 2005 was 53.6%, below the national average of 56.3%. The unemployment rate in Lincoln is higher than the national average. The college offers provision in all of the LSC sector subject areas. The college’s largest areas of learning, in terms of enrolments, are: preparation for life and work and health, public services and care. There are around 600 work-based learners, mainly in engineering and manufacturing technologies and in construction. The college is a Centre for

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Background of the organisation

Vocational Excellence in construction. The college is involved in contracts for Train to Gain, prison education and learndirect. It also provides training for 14- 16 year olds. In addition to these LSC-funded learners, the college has over 160 full-time equivalent higher education learners.

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Background of the organisation

3. Lincoln College formally merged with Newark and Sherwood College (Nottinghamshire) on 1 January 2007, a fortnight before the inspection began. The latter was inspected by Ofsted/ALI in November 2006. This inspection was concerned with Lincoln College as defined up to the point of merger.

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Scope of the inspection

4. 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

5. This is a good college. Success rates have risen since the last inspection. Achievements and standards overall are satisfactory, and for learners aged 14- 16, they are good. Overall success rates on long courses are mostly just above the national average. Success rates in work-based learning have risen since the last inspection and are now satisfactory. Internal progression from lower level courses is good. Attendance is satisfactory.

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Effectiveness of provision Good: grade 2

6. Inspectors agreed with the college’s self-assessment that teaching and learning are good. There are effective systems for identifying good practice and sharing it. The initial assessment of learners is thorough and additional support helps learners to make good progress. The monitoring of learner progress is good and teachers take appropriate actions to help learners improve. Key skills are satisfactory overall. They are very well taught in some areas.

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Effectiveness of provision Good: grade 2

7. The college’s overall approach to educational and social inclusion is good. In fact, the approach to social inclusion is outstanding. The college works very effectively with local partners to attract learners who are currently under- represented in education and training. The college’s approach to safeguarding and promoting the welfare of learners is outstanding. The extent to which the college meets the needs and interests of learners is good. A wide range of provision covers many community venues as well as the main sites. Guidance and support provided for learners are outstanding.

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Effectiveness of provision Good: grade 2

8. Leadership and management are good. The principal provides strong leadership, ably supported by the senior team. Governors make a very effective contribution to strategic planning and monitoring college performance. Quality assurance arrangements are good. Success rates are improving. Good financial and human resources management help ensure that the college provides good value for money.

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Capacity to improve Good: grade 2

9. The college’s capacity to improve is good. Accurate management information is used to good effect to assist the robust planning and quality assurance processes. The college is highly self-critical and makes good use of peer evaluation to validate judgements and to share good practice. The self- assessment report was mainly accurate and clearly identified areas for improvement. Strong financial planning and control enable the college to generate funds for improvement. The college has a strong record of achieving or exceeding LSC funding targets. Over the last four years learner success rates have risen, but they are only just above the national average.

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improvement since the last inspection

10. The college has made good progress in addressing areas identified for improvement during the last inspection. Considerable investment in accommodation has ensured much better access for learners with restricted mobility. Key skills have improved. The reinspection of work-based learning in 2005 resulted in satisfactory inspection grades and the management of this area is now good. Management information has improved significantly. Quality assurance processes have developed well to include a robust lesson observation system which is linked to performance review. Governors’ training is better organised. Learners’ take-up of basic skills support is good. Success rates have improved.

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Strengths

 good teaching and learning  good monitoring of learners’ progress  very good support for learners and staff  very productive partnerships  good educational and outstanding social inclusion  strong leadership and good strategic planning.

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The college should address:

 the need to continue to improve success rates on long courses.

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Contributory grades:

11. Inspectors did not agree with the college’s self-assessment that the overall standards achieved by learners are good, but they did agree with this judgement in relation to learners aged 14-16. Since the last inspection, success rates have improved on most courses, and overall rates have improved at a faster rate than the national average, although some started from a fairly low base. Overall success rates in 2005/06 on long courses have risen to a level which is just one or two points above the most recent national average, except for adults at level 1, where the rate remains well below.

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Contributory grades:

12. Overall success rates for learners taking key skills are above the national average. Retention of learners on key skills programmes is good, and the success rates at level 1 are good, although there is room for improvement in the success rates at higher levels. Success rates of learners on GCE AS and A level courses are above the national average, although the proportion of GCSE learners who achieve high grades is well below.

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Contributory grades:

13. There is an improving trend in achievements by females. The proportion of minority ethnic learners is too small for useful analysis to take place. Overall data in relation to value added is inconclusive.

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Contributory grades:

14. Overall success rates in work-based learning are satisfactory. Success rates in business administration and law are very good, but this is a relatively small part of the provision. Although the overall success rate for advanced apprentices in 2005/06 appears to be low, at 26%, this is attributable to a group of learners who left their engineering apprenticeship very early in the programme, in 2001/02. Since then there has been a significant improvement in work-based learning and the current levels of retention are satisfactory. The college acknowledges the need to improve the proportion of learners who complete their framework within the agreed timescale.

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Contributory grades:

15. The college offers a range of vocational courses for learners aged 14-16 from local schools. In construction, the pass rates are outstanding, and overall achievements are good. Progression rates within college for learners who succeed at entry level and at level 1 are good. Progression from level 2 is satisfactory.

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Contributory grades:

16. Inspectors found the standard of learners’ work to be mostly satisfactory and sometimes good. The acquisition of skills by work-based learners is good. Attendance is improving. At the time of inspection it was 83%. Health and safety practices are very well observed.

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Quality of provision Good: grade 2

17. The quality of provision is good. Inspectors agree with the college that teaching and learning are good. In addition to the careful monitoring carried out by managers, staff observe each other teaching, contributing to a shared understanding of what constitutes good teaching. Staff development is used effectively to encourage all staff to be aware of best practice.

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Quality of provision Good: grade 2

18. Staff possess good subject knowledge. Most lessons are well planned, with careful thought given to activities that will stimulate interest. Resources to support learning are good. There is effective support for individual learners. Learners are able to apply their previous learning to help them understand new topics. Most teachers link theory well to the vocational context. There is good teaching of practical skills across many areas of the college including work-based learning. The use of information and communication technology is very effective in some lessons and satisfactory across the college as a whole. A quarter of lessons are satisfactory. In these lessons, learners are not developing sufficient confidence to contribute to oral discussion and to solve problems. There is often too much reliance on teacher explanation, followed by questions and answers where the teacher does most of the work.

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Quality of provision Good: grade 2

19. There are good systems to assess learners’ literacy and numeracy levels and to develop these skills further. All full-time and most part-time learners undertake an initial assessment, followed by more detailed diagnosis, where appropriate. Learners are then assigned to key skills according to need. Some also receive basic skills support, either in groups or individually. A minority of learners are not attending basic skills classes regularly, but for most learners the additional support helps them to make good progress. The college has improved the way key skills are provided. This is now satisfactory. In some curriculum areas, key skills are taught very effectively as part of the main course.

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Quality of provision Good: grade 2

20. Monitoring of learner progress is good. Learners’ work is generally marked regularly and comments provide helpful guidance on what learners need to do to further improve. In a few cases, work is not marked promptly or feedback is not sufficiently detailed. Most personal tutors hold regular meetings with individual learners to review their progress against targets. Occasionally learners’ reviews do not take place within the required timescales. Reviews are recorded in individual learning plans and parents or guardians receive twice yearly progress reports. Personal tutors have easy access to information on the attendance and progress of learners. This helps them to take appropriate action if individuals are at risk of falling behind. For apprentices, training co- ordinators liaise closely with teachers and assessors on learner progress and employers are kept well informed. 21. The college’s overall approach to educational and social inclusion is good, and

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Quality of provision Good: grade 2

the approach to social inclusion is outstanding. Pupils from 14 schools attend college for vocational training. The college focuses its community provision on areas of high deprivation. The proportion of minority ethnic learners exceeds that in the local community. The college works very effectively with local partners to attract learners who are currently under-represented in education and training. The college is successfully engaging employers who have traditionally been hard-to-reach. Education and training is provided in three local prisons. The college’s approach to safeguarding and promoting the welfare of learners is outstanding.

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Quality of provision Good: grade 2

22. The extent to which the college meets the needs and interests of learners is good. It offers a wide range of provision which very effectively addresses LSC priorities and meets the needs of learners, employers and the community. The provision covers many community venues as well as the main sites. Provision for learners with learning difficulties and/or disabilities is good. There is a satisfactory range of apprenticeships.

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Quality of provision Good: grade 2

23. The broad range of enrichment opportunities available for full-time learners includes excellent coverage of the Every Child Matters themes through group tutorials, and events around the college. Outcomes relating to the health and safety of learners are outstanding. Specific enrichment is also arranged in each curriculum area. There is insufficient monitoring of work experience in some vocational areas.

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Quality of provision Good: grade 2

24. Advice, guidance and support for learners are outstanding. The college offers comprehensive, impartial and effective information advice and guidance to applicants, including ready access to a Connexions advisor. There are tasters for prospective learners. Appropriate arrangements are available for all applicants. Induction for full-time learners is comprehensive and very effective. There are very good tutorial arrangements. Parents and guardians are kept well informed about learner progress.

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Quality of provision Good: grade 2

25. The excellent support for learners includes a comprehensive range of welfare services. There is an early assessment of any learner who declares a difficulty or disability, and there is very effective liaison with schools and relevant agencies to address these needs. Appropriate and effective support is arranged promptly at whatever stage the need is identified by a well qualified and experienced team.

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Quality of provision Good: grade 2

26. Careers advice and guidance is very good, with Connexions advisors usually available. The college also has its own well qualified advice and guidance staff. There is particularly effective support for applicants to higher education. There is insufficient monitoring of learners’ destinations.

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Leadership and management Good: grade 2

27. Leadership and management are good. The principal, ably supported by a good senior management team, provides strong leadership with a clear vision for the college. Good strategic planning involves governors and staff at all levels. Staff are focused on continuous improvement. Governors are well informed and operate effectively. They play a key role in monitoring college performance. Their training has improved since the last inspection. The college has made good progress in managing the merger with Newark and Sherwood College and developing a single strategy for improvement. Since the last inspection, college success rates have risen, but only to national averages.

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Leadership and management Good: grade 2

28. The self-assessment report is good. Quality assurance, led by an enthusiastic vice-principal, is good. External moderation by other colleges has been used effectively to raise standards and share good practice in lesson observations. Staff now have confidence in the reliability of data. Staff are set challenging improvement targets but are well supported in trying to achieve them.

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Leadership and management Good: grade 2

29. Equality of opportunity is well promoted and monitored but is not always sufficiently emphasised in lessons or work-based learning reviews. The college complies with the requirements of the Special Educational Needs and Disability Act. Learners with restricted mobility are now able to access all areas. Learners and staff share a mutual respect and feel valued and secure. Child protection arrangements are thorough with appropriate policies and procedures. Staff are well trained and fully aware of their responsibilities.

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Leadership and management Good: grade 2

30. Extensive and productive partnerships enable the college to address national, regional and local priorities. The college has worked closely with training providers and the University of Lincoln to rationalise local provision and better meet the needs of learners.

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Leadership and management Good: grade 2

31. Staff recruitment and selection is well managed. Staff feel highly valued and the college has extensive arrangements to promote staff wellbeing. Staff development is good. The annual staff development week has successfully focused staff on improving teaching and learning. Communications are good and staff feel fully informed.

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Leadership and management Good: grade 2

32. Resources are good and accommodation is generally of a high standard. The learning resource centres are very well equipped. Most classrooms are bright and clean but some are stark and lack stimulating displays. The college is further developing its arrangements for monitoring room utilisation and occupancy.

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Leadership and management Good: grade 2

33. Financial management is good. Significant surpluses are planned and achieved in order to invest in capital developments linked to strategic priorities. Success rates are improving. Overall, 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, 2004 to 2006, compared to the national rates for colleges of a similar type.

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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 1,147 63 60 3 2,063 59 59 0 04/05 1,290 63 64 -1 2,018 51 62 -11 05/06 1,508 65 1,075 51 03/04 7 71 65 6 4 75 52 23 GNVQs and precursors 04/05 6 67 68 -1 * 05/06 * * NVQs 03/04 223 57 61 -4 137 61 62 -1 04/05 264 71 67 4 84 63 67 -4 05/06 294 70 31 74 Other 03/04 917 64 60 4 1,922 59 59 0 04/05 1,020 61 64 -3 1,934 50 61 -11 05/06 1,214 64 1,044 50 *course not offered

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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.

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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 1,054 48 56 -8 2,823 54 54 0 04/05 1,247 51 61 -10 2,119 52 60 -8 05/06 1,507 63 1,866 61 GCSEs 03/04 486 49 61 -12 515 63 59 4 04/05 574 51 64 -13 544 61 62 -1 05/06 621 62 318 59 03/04 46 61 63 -2 6 50 57 -7 GNVQs and precursors 04/05 11 64 67 -3 4 25 70 -45 05/06 21 38 10 80 NVQs 03/04 222 47 52 -5 240 45 54 -9 04/05 196 59 57 2 278 48 60 -12 05/06 258 73 175 54 Other 03/04 300 46 54 -8 2,062 53 53 0 04/05 466 47 60 -13 1,293 49 59 -10 05/06 607 60 1,363 62

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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.

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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 1,591 61 64 -3 1,205 56 54 2 04/05 1,852 66 67 -1 1,482 61 57 4 05/06 2,054 68 1,233 58 03/04 373 83 84 -1 106 75 66 9 A/A2 Levels 04/05 297 87 86 1 92 76 69 7 05/06 336 89 51 73 AS Levels 03/04 753 56 63 -7 233 52 50 2 04/05 911 60 65 -5 183 53 52 1 05/06 999 64 151 62 03/04 166 65 52 13 36 72 44 28 GNVQs and precursors 04/05 140 73 60 13 15 80 53 27 05/06 48 83 11 73 NVQs 03/04 52 42 54 -12 298 46 47 -1 04/05 41 51 62 -11 262 51 54 -3 05/06 44 59 245 48 Other 03/04 247 41 56 -15 532 57 56 1 04/05 463 62 60 2 930 63 58 5 05/06 627 62 775 60

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Table 4

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

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a) Overall success rate

End Year Apprenticeship Programme Number of Learners * College Framework rate ** National rate ** College NVQ rate ** National rate **

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a) Overall success rate

2003/04 Apprenticeship 125 24 32 43 47 Advanced 54 31 31 56 48 2004/05 Apprenticeship 178 44 38 52 50 Advanced 86 36 34 51 48 2005/06 Apprenticeship 188 52 53 56 58 Advanced 98 26 44 36 54 * 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’

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b) Timely success rate

End Year Apprenticeship Programme Number of Learners * College Framework rate ** National rate ** College NVQ rate ** National rate **

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b) Timely success rate

2003/04 Apprenticeship 151 10 16 16 24 Advanced 47 19 19 30 30 2004/05 Apprenticeship 161 21 22 27 29 Advanced 93 24 21 32 31 2005/06 Apprenticeship 232 29 33 31 38 Advanced 111 11 27 15 34 * 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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b) Timely success rate

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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