Peter Symonds College

CONTENTS

Quality of provision in curriculum and occupational areas

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CONTENTS

How well is the college led and managed?

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CONTENTS

To what extent is the college educationally and socially inclusive?

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CONTENTS

How well are students and trainees guided and supported?

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CONTENTS

Summary of grades awarded to teaching and learning by inspectors

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CONTENTS

Part C: Curriculum and occupational areas

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CONTENTS

Mathematics Business administration, management and professional studies

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CONTENTS

Information and communications technology

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CONTENTS

English, communications and modern foreign languages

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CONTENTS

Table 1: Enrolments by level of study and age

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CONTENTS

Table 2: Enrolments by curriculum area and age 2002/03

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CONTENTS

Table 4: Quality of teaching observed during the inspection by level

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Basic information about the college

Name of college: Peter Symonds College Type of college: Sixth Form College Principal: Neil Hopkins Owens Road Winchester Hampshire Address of college:

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Basic information about the college

SO22 6RX Telephone number: 01962 852764 Fax number: 01962 849372 Chair of governors: E M Harrison Unique reference number: 130708 Name of reporting inspector: Alex Falconer HMI Dates of inspection: 1-5 November 2004

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Information about the college

Peter Symonds College is a sixth form college. Prior to September 1974, Peter Symonds was a boys' grammar school with origins traceable back to Christes Hospital in the 17th century. The current mission states `the college values individuals, responds to learning needs and seeks quality'. The central ethos of the college and its official motto is `counting in ones'. The college draws the majority of its students from the Winchester area. However, around 12% of the students come from across the rest of Hampshire and Wiltshire. The college has grown substantially over the past three years. In 2004, the total number of students aged 16 to 18 was 2,615. This represents a 15% growth over the last three years. The number of Learning and Skills Council (LSC)-funded, part-time adults enrolled has increased from around 1,600 to 2,600 in the past three years. Students from minority ethnic backgrounds constitute 2.8% of the college community. This is similar to the Winchester area

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Information about the college

where 2.5% of the population have minority ethnic origins.

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Information about the college

The college's main site, which caters for students aged 16 to 18, is close to the centre of Winchester. On this site, there is residential accommodation for 80 boarders, of whom approximately 20 come from the Falkland Islands. The college's other site, the adult and continuing education centre, is at Weeke, three quarters of a mile from the main campus. Provision for students aged 16 to 18 extends from entry level to advanced extension awards, but the vast majority of courses are at advanced level. Around 97% of students aged 16 to 18 take advanced subsidiary-level (AS-level), general certificate of education advanced-level (GCE A-level) and advanced vocational certificate of education (AVCE) courses. Provision for adults ranges from basic skills through to foundation degrees. In addition, the college runs a Learndirect centre at its adult campus in Weeke. The college also offers a foundation degree in health and social care in partnership with the University of

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Information about the college

Southampton. Full-cost, short training courses for local employers, such as information technology (IT) and customer services are offered through the college's business development unit.

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How effective is the college?

The quality of teaching and the achievements of students are outstanding in science, mathematics, sport, leisure and travel, visual and performing arts and media, humanities, law, psychology and sociology and English, communications and modern foreign languages. Teaching and achievements are good in business administration and professional studies information and communications technology (ICT). The college's key strengths and areas that should be improved are listed below.

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Key strengths

o excellent strategic and curriculum management o outstanding leadership and governance

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Key strengths

o students' outstanding progression to higher education (HE)

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Key strengths

o outstanding guidance and support for students

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Key strengths

o excellent quality assurance and self-assessment

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What should be improved

o the cramped accommodation in a minority of lessons.

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What should be improved

Further aspects of provision requiring improvement are identified in the sections on individual subjects and courses in the full report.

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Quality of provision in curriculum and occupational areas

The table below shows overall judgements about provision in subjects and courses that were inspected. Judgements are based primarily on the quality of teaching, training and learning and how well students achieve. Not all subjects and courses were inspected. Inspectors make overall judgements on curriculum areas and on the effectiveness of leadership and management in the range: Outstanding (grade 1), Good (2), Satisfactory (3), Unsatisfactory (4), Very Poor (5).

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Area Overall judgements about provision, and comment

Science Outstanding. Pass rates in biology, chemistry and physics are very high. There are good retention rates on all courses. There is much innovative and stimulating teaching supported by good use of information and learning technology (ILT). Students benefit from effective assessment and monitoring. Curriculum management is very good. Mathematics Outstanding. Teaching is good and resources are excellent. There are very high levels of retention and pass rates. ILT is well used to promote learning and to motivate students. Curriculum management is excellent. Business administration, management and professional studies Good. Retention and pass rates on GCE A-level courses are high. Good and interesting teaching promotes learning. Assessment and monitoring of students' work are highly effective. Students benefit from a wide range of enrichment activities. There are declining pass rates on AS-level business studies.

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Area Overall judgements about provision, and comment

Information and communications technology Good. Retention rates are high. There are excellent pass rates on GCE A-level and vocational courses. Students benefit from much good teaching, and assessment and monitoring of progress. Pass rates in AS-level ICT are declining. Sports, leisure and travel Outstanding. Pass rates are outstanding and students achieve significantly above their predicted grades. Teaching and learning are very good. Practical facilities are excellent, but some rooms are cramped. Support for individual students is highly effective and curriculum management is very good. Visual and performing arts and media Outstanding. There are outstanding pass and retention rates and very good teaching leads to high-quality learning. Visual arts workshops are cramped. Students are given excellent guidance and their progress is closely monitored. There is strong curriculum leadership and management which is effective in raising standards.

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Area Overall judgements about provision, and comment

Humanities Outstanding. Students work well and achieve excellent results on all courses. Support for students is very good and retention rates are very high. Teaching is stimulating and students enjoy their learning, contributing well in lessons. Curriculum management is strong and promotes teamwork and high standards. Law, psychology and sociology Outstanding. There are high pass rates on most courses. Teaching is very good. Teachers provide excellent support for students. A good variety of methods and ILT are effectively used to stimulate and inspire students. Subjects and courses are well managed. English, communications and modern foreign languages Outstanding. Retention and pass rates are outstanding. Teaching is lively and enthusiastic and motivates students. Assessment, support and guidance are excellent. There is strong leadership and good management.

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How well is the college led and managed?

Leadership and management are outstanding. Strategic planning and communications are very good and the college is well led. Teaching is outstanding and students enjoy their learning. Quality assurance and self-assessment processes are outstanding. Curriculum management is excellent. There are good and diverse staff development opportunities. The college is supported by a highly of the local community. Financial planning and management of resources are good and the college achieves good value for money.

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To what extent is the college educationally and socially inclusive?

The college's response to education and social inclusion is good. The needs of full-time and part- time students with learning difficulties and disabilities, including mental health difficulties, are met effectively. Close partnership working with external organisations ensures that relevant courses are provided for adults who are not normally involved in education. Innovative programmes successfully encourage adults to develop their literacy and numeracy skills. There is good access to almost all areas of the college for students with mobility difficulties. Relevant staff training on aspects of equality and diversity takes place annually. The college routinely monitors student participation and progress by gender, disability and ethnic background. It has a comprehensive race equality policy and implementation plan and fully complies with the requirements of the Race Relations (amendment) Act 2000 and the Special Educational Needs and Disability Act 2001 (SENDA). The

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To what extent is the college educationally and socially inclusive?

addressing of equality and diversity issues is being developed in the curriculum across the college. Investigations into complaints are not always sufficiently thorough. The proportion of students and staff from minority ethnic backgrounds is slightly larger than in the local population.

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How well are students and trainees guided and supported?

Guidance and support are outstanding. The information, advice and guidance provided prior to enrolment for all students are very good. Initial guidance is particularly helpful for students with complex support needs. Initial assessment of individual support needs is thorough. Induction is informative and comprehensive. Personal support is excellent for students aged 16 to 18 and student support services are particularly well used and valued. Welfare, counselling and general help, including health and other advice, is readily available. Personal support for adults is very good. Learning support for students with dyslexia is outstanding. Students receive effective learning support in lessons, during individual appointments and in workshops. Training for guidance and support staff is very good. Learning support staff provide clear guidelines on students' individual needs. The tutorial curriculum is well planned and managed. Students receive very good support

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How well are students and trainees guided and supported?

from the careers service when applying to HE or for employment. The system of monitoring attendance and reporting to teachers, tutors and parents is effective and attendance is very good.

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Students' views of the college

Students' views about the college were taken into account and a summary of their main comments is presented below.

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What students like about the college

o the wide range of enrichment activities, especially trips, visits and fieldwork o being treated with respect and as an adult

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What students like about the college

o friendly, supportive and approachable tutors

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What students like about the college

o the excellent facilities, especially the intranet

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What students like about the college

o the views of the students are listened to.

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What they feel could be improved

o the cramped accommodation and large class sizes

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Other information

The college inspection report will normally be published 12 working weeks after the formal feedback of the inspection findings to the college. Once published, the college has two months in which to prepare its post-inspection action plan and submit it to the local LSC. The college's action plan must show what action the college will take to bring about improvements in response to issues raised in the report. The governors should agree it before it is submitted to the local LSC. The local LSC should send to Ofsted only action plans from colleges that have been judged inadequate or have been awarded a grade 4 or 5 for curriculum provision, work-based learning and/or leadership and management.

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(Grades 5 to 7) %

Teaching 16-18 88 11 1 19+ and WBL* 83 17 0 Learning 16-18 87 12 1 19+ and WBL* 67 33 0

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(Grades 5 to 7) %

Key: The range of grades includes: Excellent (Grade 1), Very Good (Grade 2), Good (Grade 3), Satisfactory (Grade 4), Unsatisfactory (Grade 5), Poor (Grade 6) and Very Poor (Grade 7).

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Achievement and standards

1. The standards of students' achievements are very high. Around 98% of the full-time students in the college are aged 16 to 19, the majority of whom are enrolled on AS-level and GCE A-level courses. Retention rates for these students have been very high and well above national averages for the past three years. Pass rates have also been at or above national averages. The percentage of students awarded A or B grades at AS level and GCE A level has been consistently high. Retention and pass rates on level 1 courses have been well above national averages for three years. In 2003, the level 2 overall pass rate for adults dipped below the national average, but recovered again in 2004. The retention rate for adult students on level 3 fell below the national level 3 courses progress to HE each year.

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16 to 18 year olds

2. The performance of students aged 16 to 18 at GCE A level has been consistently good for the past three years. In 2004, three quarters of the GCE A-level subjects offered by the college had pass rates of 98% or better. A large proportion of students achieve high grades; just over half at A or B. Pass rates on advanced vocational courses are outstanding. On all five AVCE courses in 2004 students obtained 100% pass rates and over 60% were awarded high grades. At AS level, pass rates have also been very good for the last three years. In 2004, the overall pass rate was 93% which is 8% above the national average. Students taking general national vocational qualification (GNVQ) intermediate or general certificate of secondary education (GCSE) courses also achieved pass rates well above the national averages. Overall, these results are well above the national average for sixth form colleges.

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16 to 18 year olds

3. The college has a good reputation for the quality of its provision and high examination successes. The college accepts students with five A* to C GCSE grades on to advanced programmes. However, two thirds of the intake each year have considerably more than the required five A* to C passes. Analysis of added value data shows that, on average, students taking GCE A-level programmes achieve better results than those predicted on the basis of their prior attainment. Most students taking AS-level courses achieve results at or above those predicted from their GCSE results. In addition, those taking vocational courses at levels 2 and 3 achieve grades well above those predicted from their achievement on entry to the college.

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16 to 18 year olds

4. Students take part in a very wide range of enrichment activities. Many students regularly take part in sporting activities and the college fields teams in, for example, football, rugby, cricket, basketball, hockey, badminton, netball and tennis. College teams won national championships in hockey and badminton in 2004. Music performances, in addition to termly concerts, are staged weekly and individual and ensemble work is of a very high standard. In addition, drama and dance students regularly perform both at college, such as the summer outdoor Shakespeare performance, and in the local community. Other activities range from the Duke of Edinburgh award scheme to the Global Rock challenge and self-defence. The student council plays an active role in college life and has been successful in fund raising for charity and representing students' views to management.

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16 to 18 year olds

5. Around 87% of students go on to HE each year and a further 7% start art foundation courses. The college has an impressive record in helping students to gain entrance to Oxford and Cambridge universities; for example, 49 students gained places in 2004. Students are well prepared for HE and demonstrate good independent study skills.

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16 to 18 year olds

6. The college is committed to key skills development and all first-year students attend a key skills lesson each week. A handbook for key skills gives clear guidelines for students and staff. Considerable improvements have been made in the achievement of qualifications at levels 2 and 3. The number of students who achieved a key skills qualification increased from 75 in 2002 to 1,295 in 2004. In ICT, 43% of students achieved at level 2 and 48% at level 3 in 2004, considerably above national averages. Effective planning includes improved initial assessment and close monitoring of attendance in key skills lessons. Help from workshops is offered three times a week. A wide range of learning materials on the key skills intranet site is well used by students. The integration of communications and application of number into students' courses has helped to achieve earlier completion of portfolios. Teachers provide good support to students who do not always see the

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Adult learners

7. Since the last inspection in 1999, there has been an increase in the number of part-time courses for adults. LSC-funded enrolments for level 1 courses were 2,080 in 2003 and rose to 2,580 in 2004. Many adults also take part in non-accredited courses especially in ICT and modern foreign languages. Retention rates are high for level 1 courses which account for the majority of adult students. Pass rates on level 1 courses are also good and have been above national averages for the past three years; in 2004, the overall rate was 95%. However, on the National Skill Profile short course in IT, the pass rate was low in 2003, but recovered in 2004. On level 2 courses, pass rates are good and have improved over three years whilst retention rates dipped to below national average in 2003.

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Quality of education and training

8. Inspectors observed teaching, learning and attainment in 164 graded lessons, 5 tutorials and a small number of one-to-one meetings and coaching sessions. Teaching was judged to be good or better in 88% of lessons, satisfactory in nearly 12% and less than satisfactory in less than 1%. This represents a 10% increase in the good or better teaching sessions since the last inspection in 1999. The best teaching is in mathematics, sciences, sport and English and modern foreign languages. There is little difference in the quality of teaching and learning in lessons that deal with theory, those that are mainly practical work or those that are a mixture of both. Average attendance was 90% which is 2% lower than that observed in 1999, but 5% above the three-year average for sixth form colleges.

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Quality of education and training

9. In the best lessons, teachers use a variety of teaching and learning activities to engage the interest of students. Teachers are confident, have good subject knowledge and effectively plan lessons that meet the needs of individuals and course requirements. Good use is made of ICT to enhance learning. Learning objectives are clear and shared with the students. Teachers have high expectations of their students and actively use question and answer techniques to encourage students' contributions. The result is that students demonstrate good analytical skills, enjoy their studies and work well with each other in groups. However, in a small number of lessons, insufficient account is taken of the range of students' abilities and as a result some students make less progress. Learning was good or better in just over 85% of the lessons observed, satisfactory in 14% and unsatisfactory in less than 1%. Learning was best at level 3, the vast majority of the observed

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Quality of education and training

lessons. At level 2, learning was good or better in 70% of sessions. In the small number of level 1 lessons observed, learning was judged to be good or better in 50%.

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Quality of education and training

10. Teachers are highly qualified and experienced in their subjects and almost all hold teaching qualifications. Many staff have other roles which are highly beneficial to students and provide excellent professional development. These include working with national awarding bodies as external examiners and moderators, undertaking lesson observations in other colleges and demonstrating subject expertise through writing books and publishing articles. Staff training occurs frequently and enables college objectives and individual development needs to be met.

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Quality of education and training

11. The college provides a very pleasant and attractive environment for day, evening and boarding students. The grounds of the main campus are spacious and include a number of sports fields, an area for outdoor drama productions and external social areas. Shops, vending machines and refectories are conveniently located around the two main college sites. The large, modern student services reception is well positioned at the entrance to the new student lounge. The adult education centre is very welcoming and attractive. Most teaching rooms are modern, well equipped with ILT and contain informative wall displays. The science laboratories, sports, media, drama and music facilities are particularly good. Accommodation for a minority of lessons is too small for the numbers of students present and the art area contains too limited a range of resources in workshops. Students make good use of the very well-equipped learning resource centre. It is open for long hours

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Quality of education and training

throughout most of the college year. The extensive and popular DVD and video collection supports students studying and researching different subjects. Technical support is readily available to students using the IT drop-in centres. A wide selection of newspapers, journals and books are available and frequently borrowed. Students routinely use the specialist resource bases and project rooms in some areas of learning. The good stock of learning and assessment materials on the college intranet can be accessed by students from home and at college. Regional awards have been won for the college's basic skills materials used by adult students. All courses and important facilities of the college are accessible to students with mobility difficulties.

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Quality of education and training

12. Assessment and monitoring of students' learning are very good. Procedures for assessment are clearly defined and rigorous, particularly for students aged 16 to 18. Guidelines for the management of assessment, verification and moderation are thorough and consistent. Assessment is well planned and students are aware of the appeals procedures. Regular standardisation meetings are held for courses for students aged 16 to 18 and for courses for adults. When issues are identified in external reports, prompt action is taken.

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Quality of education and training

13. Initial assessment is thorough. Interviews prior to admission include a diagnostic assessment of individual learning and support needs. Teachers set challenging individual targets in progress reviews for students aged 16 to 18. These course targets are highly specific and students are aware of their learning goals. Parents are regularly informed about students' progress. Students are clear about assessment criteria in work set and how target minimum grades are used to measure their performance. Coursework is consistently well marked with constructive comments. Homework is set regularly, returned promptly and cross moderated by other teachers.

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Quality of education and training

14. There is some inconsistency in the rigour of targets set in learning support plans, where there is insufficient liaison between subject teachers and learning support. Short-course objectives are clearly defined for part-time adult students. However, target setting is weaker in some adult learning plans.

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Quality of education and training

15. Curriculum planning takes careful account of local needs for both students aged 16 to 18 and for adults. Feedback from students, market analysis and discussions with a range of external organisations help the college to identify changing needs.

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Quality of education and training

16. A full analysis of student destinations is also undertaken and used effectively to shape the curriculum offer.

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Quality of education and training

17. The college mainly provides courses at levels 1 to 3, with very small provision at level 4. The curriculum is socially inclusive and students with mobility difficulties are able to gain access to all areas of learning. The great majority of full-time courses are at level 3 and taken by students aged 16 to 18. They include 43 AS-level and GCE A-level courses, AVCEs and a Business Technology Education Council (BTEC) national certificate. A wide range of courses is provided in humanities. In mathematics, a large proportion of students continue to study at GCE A level after AS level. The range of provision in other subjects at level 3 is good. A small number of full-time students study at levels 1 and 2. Recently, one student who came to the college for level 1 study has progressed successfully on to university. All level 2 students have appropriate work experience integrated into their programmes.

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Quality of education and training

18. The range of enrichment activities is outstanding. The rich and varied programme is very well attended by students. Sporting, cultural and subject related activities are well managed and resourced. A good number of visits are made to America and Europe. Field trips and visits in the United Kingdom are highly effective and sometimes fundamentally change students' attitudes. Visiting speakers are also well used.

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Quality of education and training

19. Innovative approaches, including close work with partners, at the adult and community education centre have successfully involved adults who are not normally engaged in education. Local adult males have been targeted effectively in order to develop their basic skills. Adult students have excellent opportunities to learn flexibly. Part-time courses cover many subjects and are available at levels 1 to 3. They are held during the daytime, evenings and weekends at college and at a useful range of community settings. Courses are also provided for employers and at employers' premises.

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Quality of education and training

20. Guidance and support for students are outstanding. These services are well planned and managed effectively. The college has a shared priority of enabling individuals to achieve full potential on their chosen courses and of developing their wider skills and abilities. Arrangements for recruiting and supporting students are responsive to the needs of individuals, particularly those with learning difficulties and disabilities. Learning support staff visit specialist schools in Year 9 linking with prospective students and their parents to inform and advise them on opportunities. Information is clear and thorough for all students. Well-attended open days and taster days are held and a range of information is made available in booklets, on CD-ROM and on the college Internet site. Specific information is made available for adult students and for students with learning difficulties and disabilities. Advice and guidance are impartial and effective. Retention rates of full-time students are

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Quality of education and training

excellent. Of all students aged 16 to 18 enrolled in September 2003, there were only 65 students who transferred to different courses. Very good support is given to these students in workshops and teachers give individual help in their own time to enable them to catch up with the coursework they have missed.

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Quality of education and training

21. Induction programmes are well planned and informative. Improvements have been made to incorporate the student handbook into a useful diary that also gives general information on matters such as equal opportunities, health and safety and the student charter.

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Quality of education and training

22. Initial assessment of support needs is thorough. Students are referred for further diagnostic tests by specialists where appropriate, most frequently for dyslexia. Students with sensory and physical disabilities are well catered for. Effective links with external agencies ensure best practice is followed in providing for students with complex needs. Laptops are provided and appropriate adaptations are made for those with sensory, learning or physical disabilities. Students receive particularly good support from the careers service. Students make individual appointments with a Connexions personal advisor based in college and there are no waiting lists. Particularly good support is given with applications to HE.

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Quality of education and training

23. In the current year, 2004/05, 347 students are receiving learning support of some kind. Support for these students is outstanding. It is well planned and co-ordinated. Full-time students receive highly effective learning support in lessons, at individual appointments with teachers in free time, and in workshops. A drop-in learning support workshop is available throughout the working day. However, although this is well used by students, attendance is not well monitored. The impact of learning support is now being measured.

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Quality of education and training

24. Training for guidance and support staff is very good. Learning support staff are well qualified and experienced. However, in a few lessons, the contribution from learning support assistants is not always fully utilised. Lesson plans do not always include specific activities for the support assistant to cover, and insufficient briefing takes place. Information provided by teachers to learning support tutors on future work to be covered is inconsistent. Subject teachers receive clear guidelines on their students' individual needs when a student is referred to learning support.

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Quality of education and training

25. The tutorial curriculum for students aged 16 to 18 is well planned and managed, and is integral to the overall approach to student learning and support. Tutors offer good personal support and guidance in two half-hour sessions each week. Lead tutors take prompt and effective action to respond to concerns of students and teachers. They monitor absence and involve teachers and parents in providing jointly agreed plans for improvement or arrange support that is sensitive to the young person's needs. The college takes steps to ensure that all aspects of its child protection policy are implemented.

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Leadership and management

26. Leadership and management are outstanding. Since the last inspection in 1999, the college has put considerable effort into maintaining its excellent reputation. The areas identified as needing improvement have been dealt with effectively. Quality assurance is more rigorous; students' achievements have been maintained at high levels and new buildings added to meet changing curricula and the continued growth in student enrolments. Governors, staff and students celebrate the college's motto `counting in ones'. Individuals are valued and encouraged to grow. Levels of student and staff satisfaction are high and the college is categorised as excellent by the local LSC. 27. The principal and the senior managers constitute a highly effective team. They share a common sense of purpose and put students and their achievements first in all that they do. There is an open style of management and the principal is seen as an effective leader. The management structure is

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Leadership and management

clear and lines of accountability are short. Strong curriculum and administrative teams have been built and staff morale is high.

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Leadership and management

28. Teaching and learning are outstanding in seven curriculum areas and good in two. As a result, retention and pass rates have been maintained at high levels over the past four years. Pass rates on AS-level and GCE A-level courses are very good and the proportion of students aged 16 to 18 who obtain A and B grades is well above the national average. The proportion of students progressing to HE each year is excellent and 49 students went on the study at Oxford or Cambridge in 2004. Inspectors were impressed by students' enthusiastic involvement in their learning. Staff set challenging targets for students. There is an uncompromising expectation that significant value will be added to students' prior achievements.

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Leadership and management

29. Strategic planning is excellent. The recent review of the college's mission was informed by consultation with staff, governors and local partners. In addition annual local needs analyses, self- assessments from college teams and local LSC priorities such as widening participation, meeting employers' needs and improving students' achievements were all taken into account. The new three- year strategic plan created by governors and staff is well written and provides a sound basis for development and planning for the college. The plan is comprehensive and details the college's current market position and its development priorities as well as outlining the associated resource implications. An annual operational plan is also prepared which successfully enables managers and teams to monitor progress on strategic priorities.

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Leadership and management

30. Communication within the college is highly effective. Staff are well informed through weekly briefings, bulletins and an intranet. Line managers, including senior staff, are accessible and supportive. There is regular contact between senior managers, team leaders and departmental staff. Task groups and committees effectively draw their membership from all sections of the college. Part- time staff are paid to attend meetings and in-service training and are kept up to date through e-mail. The student council is very active and is involved in a range of social events and fund raising for charity as well as representing students' opinions to the staff. Students' views are systematically collected through surveys and taken into account.

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Leadership and management

31. Curriculum teams are well organised and curriculum management is excellent. Learning is well planned and teams meet regularly to share good practice and to monitor students' progress. Teachers are thoroughly familiar with the quality assurance procedures and timetables and produce thoughtful course reviews with realistic action plans to address identified weaknesses. There are very high standards of support and guidance for students and the tutorial programme is well organised. Students with special needs or with physical disabilities are well supported as are any students who require learning support. In a recent survey, 98% of the students aged 16 to 18 said they would recommend the college to others.

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Leadership and management

32. There is an ethos of commitment to equality, diversity and meeting the needs of the local community. Implementation is overseen effectively by committees for staff and students. Promoting equality and diversity is a specific objective for the heads of faculty, each of whom is supported by an equal opportunities project manager. There are student groups for disability and race relations and a quiet room for prayer and reflection. Close links are maintained with local special schools. Prospective students with special needs are contacted in Year 9 and later offered taster days. Outreach programmes for adults, organised in partnership with voluntary and statutory organisations, promote good parenting and social inclusion. The college has responded effectively to the requirements of Race Relations (amendment) Act 2000, and SENDA legislation. There are associated staff development programmes. Some 92% of the college's buildings are accessible to

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Leadership and management

those with physical disabilities. Complaints are systematically recorded, but not always investigated with sufficient thoroughness.

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Leadership and management

33. The college engages in a wide variety of educational and other partnerships. The principal is a board member for the Association of Colleges and the Universities Central Admissions System (UCAS). The college collaborates effectively with other further education (FE) providers through a number of local initiatives. These include the External Quality Review scheme and the college leads a Hampshire colleges value added development. In addition, the college received a national award for its partnership with the Science Museum and a local IT firm to develop a science website for the Making of the Modern World project. Through 16 to 18 vocational and adult programmes, there are extensive contacts with public and private employers and community organisations which ensure the relevance of the curriculum in meeting identified needs. Relationships with local secondary schools are good and the college is currently involved in 14 to 16 enrichment activities for local pupils in Year

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Leadership and management

34. Governance of the college is outstanding. The corporation members are well informed, highly capable and work well together in committee. The broad range of skills they bring help them to take a balanced view of the issues facing the college. Members are representative of the college, the students and the local community. The chair and clerk ensure that business is efficiently conducted through a planned annual cycle. Equality and diversity issues are considered conscientiously. Governors are fully involved in strategic, curriculum and financial planning and in risk management. They are involved in the college's self-assessment process and carefully review targets for financial performance, recruitment, attendance, retention and pass rates. The corporation expects managers to take prompt actions to address weak performance. Skills audits inform recruitment of new governors who then receive effective induction. Governors evaluate their own performance

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Leadership and management

effectively and attendance at meetings is very good. However, governors do not receive monthly management accounts, only bimonthly, nor do they receive any analysis of staff absence rates.

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Leadership and management

35. Staff value the good and diverse staff development opportunities. A well-constructed annual staff development plan results from the college objectives, curriculum self-assessment reports and needs identified in individual appraisals. There is careful evaluation of outcomes. Managers are actively encouraged to develop leadership, management and technical skills. The college leads a partnership of 22 providers developing value added measures for vocational courses. It makes a significant contribution to sharing good practice in the sector. The college runs a well-organised and effective appraisal scheme for staff. For teachers, this incorporates national criteria for performance management. There are supportive induction arrangements for new staff and newly qualified teachers. The college's Investor in People status was renewed in 2003.

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Leadership and management

36. Quality assurance is rigorous. Course reviews are effective in critically evaluating relevant issues and focus on the quality of teaching and learning. There is a confident self-critical culture and unremitting commitment to continuous improvement. College policies and procedures are robust, clear and consistently applied across the college. The lesson observation programme is very good and produced a grade profile in 2004 for teaching, learning and attainment very similar to that of the inspection team. Target setting is systematic and management information is well used to support planning at team level.

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Leadership and management

37. There is good financial planning and management of resources. Most of the college's estate is owned by Christes Hospital Foundation which provides three governors. The college has category A financial status and participates in the national pilot for reduced audit. Resource allocation and forecasting is based on a mix of central allocation and team estimates derived at course and student level. Accommodation for teaching is good and building programmes have been well planned and carried out. Five major building projects were successfully completed in the last eight years. The next building phase is already being discussed. Staff and other resources are efficiently and effectively deployed. Implementation of health and safety checks lack rigour. The college represents good value for money.

p.14

Science

Overall provision in this area is outstanding (grade 1)

p.15

Strengths

o very high pass rates in biology, chemistry and physics

p.15

Strengths

o good use of ILT to enhance students' learning

p.15

Strengths

o highly effective monitoring of students' progress

p.15

Weaknesses

o low pass rate in AS-level environmental science in 2004.

p.15

Scope of provision

38. The college offers GCE A-level and AS-level courses in biology, chemistry, environmental science, human biology and physics. A GCSE course in science has started in 2004 and a biology option on the access to HE programme has run for a number of years. The science provision has grown over the past three years and there are currently 1,556 total enrolments of which 1,229 are on AS-level or GCE A-level courses in biology, chemistry and physics. Most students attend full time and are aged between 16 and 18.

p.15

Achievement and standards

39. Pass rates in biology, chemistry and physics have been excellent over the past three years. In 2004, the AS-level pass rates in biology, chemistry and physics were all at least 10% above national average. In addition, the percentage of students achieving A to B grades at AS level and GCE A level was much higher than the national averages in these three sciences. For example, at GCE A level, 75% of chemistry students and 60% of physics students achieved A or B grades, around 20% above national averages. Pass rates in AS-level human biology have improved from 62% in 2002 to 82% in 2004, which is above the national average. However, there were low pass rates in AS-level environmental science in 2004. Students' achievements on the AS-level and GCE A-level courses are above the level that might be expected from their qualifications on entry.

p.15

Qualification Level Completion year: 2002 2003 2004

No. of starts 241 251 273 % retention 96 98 97 AS-level biology 3

p.16

Qualification Level Completion year: 2002 2003 2004

% pass rate 90 92 97 No. of starts * 55 104 % retention * 93 92 AS-level environmental science

p.16

Qualification Level Completion year: 2002 2003 2004

% pass rate * 84 69 No. of starts 178 177 153 % retention 97 94 98 AS-level physics 3

p.16

Qualification Level Completion year: 2002 2003 2004

% pass rate 92 92 99 No. of starts 116 111 114 % retention 99 99 98 GCE A-level physics 3

p.16

Qualification Level Completion year: 2002 2003 2004

% pass rate 98 98 100 No. of starts 126 179 192 % retention 100 99 100 GCE A-level biology 3

p.16

Qualification Level Completion year: 2002 2003 2004

% pass rate 98 99 97 No. of starts 105 135 141 % retention 99 98 100 GCE A-level chemistry 3

p.16

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.16

Qualification Level Completion year: 2002 2003 2004

40. Retention rates are very high. For example, the retention rate for GCE A-level biology and chemistry was 100% in 2004. The retention rates on the AS-level courses in biology, chemistry and physics were 97% or above in 2004. Students are punctual to their lessons and attendance is high, at 92%.

p.16

Qualification Level Completion year: 2002 2003 2004

41. Students are highly motivated, work productively and demonstrate good academic knowledge and understanding. The quality of students' assignments and project work is very good. Students develop a wide range of skills in their practical assignments and field trips. For example, a party of biology and environmental science students visit Belize each year to study bird migration, rain forests, swamps and coral reefs. Students' attainment is good. They analyse data with confidence, carry out practical work carefully and critically evaluate their experimental results. A high number of students progress to HE each year.

p.16

Quality of education and training

42. Teaching is innovative and stimulating. Lessons are well planned and learning objectives are demanding and clear. Teaching activities are varied and include exposition, question and answer, group work, practical work, presentations and discussion. Teachers frequently and skilfully use targeted questions to check students' learning and understanding. Presentations using electronic whiteboards allow high-quality visual materials to be used in conjunction with real-time calculations. Very good use is made of practical work to reinforce theory. For example, in a physics lesson, students estimated the energy emitted by the sun using a 200W light bulb as a model. They estimated the heat emitted from the lamp and applied this to a number of other relevant estimates to arrive at a reasonable value.

p.16

Quality of education and training

43. Students pursue practical work with care and enthusiasm. Laboratory activities are well organised and teachers manage group practical work safely. For example, in a chemistry lesson on redox potentials, students were required to determine the manganese content of a metal paper clip. They safely oxidised the clip and determined concentration of manganese in the resulting solution colorimetrically. Whilst studying enzymes, AS-level students worked safely and at a good pace to determine the optimum temperature for the breakdown of starch by pancreatic amylase.

p.17

Quality of education and training

44. Teachers make effective use of ILT to enhance students' learning. All rooms have data projectors and networked computers. Most have electronic whiteboards and staff make excellent use of them. For example, in a good GCSE lesson, the teacher introduced a study of the solar system through an interactive powerpoint presentation and followed this with well-constructed group work and exercises that enabled the students to deepen their knowledge about the planets and gravitational forces at work. The intranet sites are highly informative and well developed and students make good use of the Internet for research. For example, environmental science students made good use of ILT and other resources when preparing presentations on the legal and environmental consequences arising from businesses that discharge pollutants.

p.17

Quality of education and training

45. Students' progress relative to their target minimum grades is monitored effectively. Assignments are carefully devised, well planned and lead to purposeful learning. Homework is set regularly and work is marked carefully. Most teachers make constructive comments and give helpful feedback which enables students to improve. The daily workshops effectively provide valuable individual tuition related to each student's particular needs. These sessions are appreciated by students who use them to get additional help from subject teachers or to catch up with practical work.

p.17

Quality of education and training

46. Teachers are well qualified and experienced in their field. The science laboratories are located in modern purpose-built accommodation and are well furnished and appropriately equipped. They are well serviced by a dedicated team of technicians. There is a good combination of fixed benches and moveable tables that enable the rooms to be flexibly used. There are stimulating wall posters in all areas and good examples of students' work are displayed in the biology laboratories. The library is stocked with up-to date books, journals and CD-ROMs that are well used by the students.

p.17

Leadership and management

47. Curriculum management is very good. There are good communications between all staff. The large AS-level and GCE A-level teaching programme is co-ordinated effectively. There is an excellent team spirit and staff readily and productively share teaching resources and good practice with each other. The well-developed, self-assessment reports are rigorous and set out clear action plans. For example, actions were taken that have resulted in the significant improvement in AS-level human biology pass rates over the last three years. Target setting is very well established and data relating to students' pass rates and value added data are monitored and carefully analysed. There is a robust internal lesson observation scheme. Students welcome the willingness of management to address their concerns raised through surveys, and to publicise their response.

p.17

Mathematics

Overall provision in this area is outstanding (grade 1)

p.18

Strengths

o very high levels of students' pass rates

p.18

Strengths

o creative, stimulating and highly effective teaching

p.18

Scope of provision

48. The college offers AS-level and GCE A-level courses in mathematics and further mathematics along with GCSE mathematics. Recruitment to mathematics is very good and in 2004/05 over 580 students are studying AS-level or GCE A-level mathematics. Further mathematics is also very popular and 289 students are currently enrolled on the AS-level and GCE A-level courses. In addition, over 100 students take GCSE mathematics each year. The department also provides support for a range of application of number courses and workshops at level 2 and level 3 and support for students to achieve free standing mathematics qualifications.

p.18

Achievement and standards

49. Retention rates have been excellent on advanced level courses for the past three years. Pass rates for AS-level and GCE A-level mathematics and further mathematics have been very high for over three years. Pass rates at grades A and B on these courses have also been exceptionally high. The A* to C grade pass rate on GCSE mathematics has been well above national average for the past three years. Students arrive punctually and attendance at the lessons observed was 89%. Progression from AS level to GCE A level is very good. In 2004, just over 90% of successful GCE A- level mathematics students and all GCE A-level further mathematics students progressed to HE. Overall students achieve higher grades in mathematics than would have been predicted from their qualifications on entry.

p.18

Qualification Level Completion year: 2002 2003 2004

No. of starts 127 115 124 % retention 84 83 82 GCSE mathematics 2

p.19

Qualification Level Completion year: 2002 2003 2004

% pass rate 52 59 66 No. of starts 346 354 323 % retention 97 95 96 AS-level mathematics 3

p.19

Qualification Level Completion year: 2002 2003 2004

% pass rate 93 87 90 No. of starts 34 31 42 % retention 100 97 100 AS-level further mathematics

p.19

Qualification Level Completion year: 2002 2003 2004

% pass rate 94 97 98 No. of starts 184 238 231 % retention 98 99 98 GCE A-level mathematics

p.19

Qualification Level Completion year: 2002 2003 2004

% pass rate 98 98 98 No. of starts 20 25 28 % retention 97 100 96 GCE A-level further mathematics

p.19

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.19

Qualification Level Completion year: 2002 2003 2004

50. The work students complete in lessons is of a very high standard. Class work is very well presented and demonstrates good knowledge and understanding. Students use the college computers with confidence to access data and mathematics software. Computer software is used effectively by students to produce diagrams, graphs and tables in assignments. In GCSE lessons, students show good number skills and confidence while working with probability and equivalent fractions. At AS-level, students are confident simplifying complex expressions and equations. Some students, although making satisfactory progress, lack confidence with algebraic manipulation. In GCE A-level lessons, previous work in calculus and solution of equations are reinforced well. Students show a growing confidence in their problem-solving skills and in applying existing knowledge to new situations.

p.19

Quality of education and training

51. Teaching is excellent. No unsatisfactory teaching was observed and all teaching was good or better. Teachers have good subject knowledge and teach with confidence. In many lessons, very effective use is made of electronic whiteboards to access information or to extend the scope of topics. In a GCSE lesson, the teacher developed ideas of probability and chance through a series of problems displayed on the electronic whiteboard. Not only was this motivating for the students, but it also contributed to the pace and challenge in the lesson. This resulted in some very good understanding and reinforcement of learning. In an AS-level lesson on the equation of a circle, the teacher successfully used graphics software with the electronic whiteboard. This allowed students to display their ideas, discuss the results and modify their solutions appropriately.

p.19

Quality of education and training

52. Lessons are very well planned and the objectives are routinely shared with students. Teachers know their students' strengths and weaknesses well and make good use of targeted questions to monitor progress and understanding. In an effective GCE A-level lesson on Spearman's rank correlation coefficient, students' responses to targeted questions led to a productive discussion and deepened understanding.

p.19

Quality of education and training

53. Individual support for students in lessons is a strength of the teaching. In many lessons, this is a key element in supporting the range of ability within the group. In a GCE A-level pure mathematics revision lesson, a combination of information on the whiteboard, example sheets for students to work through and the individual support from the teacher resulted in students being confident in presenting their solutions to the rest of the class. Subsequent discussion in the class demonstrated that much effective revision had taken place for all students.

p.20

Quality of education and training

54. Relationships in the classroom are very good. Students feel confident to ask teachers for help outside lessons and comment on the high level of support which they receive. Homework is set regularly and marked work is returned promptly, often with extensive and helpful written comments on how to improve. Resources for independent learning in the department are good. Lunchtime workshops are well attended and support is available from members of staff and from volunteer students.

p.20

Leadership and management

55. Mathematics is exceptionally well managed, with an emphasis on raising and maintaining achievement. Clear delegation of responsibilities results in a good team spirit with much co- operation and collaboration. The staff are enthusiastic and work exceptionally well as a team to support the teaching groups. Courses are very well managed and co-ordinated. Common teaching schemes and assessment schedules encourage the sharing of ideas and resources. Marking is moderated effectively across all teaching groups. Curriculum planning is very good. Course reviews are thorough and result in careful, realistic action plans.

p.20

Business administration, management and professional studies

Overall provision in this area is good (grade 2)

p.20

Strengths

o outstanding pass rates on GCE A-level courses

p.20

Strengths

o much good teaching on GCE A-level and AS-level courses

p.20

Strengths

o highly effective assessment and monitoring of students' work

p.20

Strengths

o strong programme of enrichment activities.

p.20

Weaknesses

o declining pass rates in AS-level business

p.21

Weaknesses

o insufficiently demanding learning activities in a minority of lessons.

p.21

Scope of provision

56. The college offers full-time courses in AS-level and GCE A-level business and economics, AVCE business and a level 2 national certificate in business. It also provides the levels 2 and 3 Institute of Legal Executives (ILEX) courses. Part-time courses for adult students are available in book keeping at stage 1 and British Sign Language at levels 1 and 2. The college also offers the certificate in FE teaching at stage 1 and a range of text processing courses. There are 602 students enrolled on full- time courses and 36 on part-time programmes. Students aged 16 to 18 account for the vast majority of full-time enrolments.

p.21

Achievement and standards

57. Retention and pass rates have been at or above the national average for most full-time courses. In 2004, pass rates for GCE A-level business, economics, GNVQ intermediate and level 1 book- keeping were 100%. The number of high-grade passes achieved on full-time courses was outstanding. Economics high-grade passes were 52% at AS level and 80% at GCE A2 in 2004. Pass rates on AS-level business have declined over the last three years and are now below the national average. Retention rates on some part-time courses are below the national average. Student attendance is very good at 90% and lateness to lessons is appropriately challenged by teachers.

p.21

Achievement and standards

58. Most students' work is of a high standard. They have thorough knowledge of business terminology and they use it precisely and accurately. AS-level business students have a clear understanding of the impact of changes in business and the economy on potential sales and profits. GCE A-level economics students demonstrate thorough understanding of price discrimination. AVCE students produce well-written and well-researched assignments. Most students demonstrate good analysis and evaluation and make productive use of ILT. Over 80% of students progressed on to HE on completion of their courses in 2004.

p.21

Qualification Level Completion year: 2002 2003 2004

No. of starts * 26 18 % retention * 69 72 Practical book-keeping stage 1

p.21

Qualification Level Completion year: 2002 2003 2004

% pass rate * 78 100 No. of starts 216 195 207 % retention 92 94 92 AS-level business 3

p.21

Qualification Level Completion year: 2002 2003 2004

% pass rate 94 87 83 No. of starts 115 126 133 AS-level economics 3 % retention 99 96 98 % pass rate 94 95 91 No. of starts 160 139 117 % retention 100 98 97 GCE A-level business studies

p.21

Qualification Level Completion year: 2002 2003 2004

% pass rate 99 97 100 No. of starts 61 85 84 % retention 98 100 99 GCE A-level economics 3

p.22

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.22

Quality of education and training

59. There is much good teaching. Lessons on GCE A-level and AS-level courses are carefully planned and well matched to the needs of individual students. Teachers have high expectations of students and set targets for individuals which are demanding but achievable. Teachers use searching questions well to help students develop and clarify their ideas. A range of effective methods is used to assess students' learning, including short practical activities, targeted questions, pair and small group discussions and presentations. In the best lessons, students relate theory to business practice well. Teachers use a range of exciting teaching materials and methods to ensure that theory is related effectively to business practice. In one lesson, the teacher made particularly good use of airline tickets of varying prices from the same company, to demonstrate the impact of price discrimination. Teaching in vocational lessons does not always ensure that all students make

p.22

Quality of education and training

productive use of time. Tasks set are sometimes insufficiently demanding for students to progress as quickly as they are able.

p.22

Quality of education and training

60. Most teachers make good use of resources to develop learning. In one lesson, products from a supermarket were imaginatively used and stimulated students' thinking about consumer purchasing decisions. However, up-to-date teaching resources which assist students to learn very effectively are not always shared by teachers in business. ILT is used well and students effectively research key information about, for example, human resources. The college intranet contains learning resources and detailed, useful information for students about assignments. It also contains relevant tips and hints on examination technique and essay writing. Accommodation is generally good, but some rooms are small for the numbers of students. In these rooms, teachers move around and carry out informal assessment with some difficulty.

p.22

Quality of education and training

61. Assessment is thorough and regular. Homework is set weekly, is marked accurately and annotated with useful comments that enable students to improve their performance. There are detailed, shared marking schemes for GCE A2 and AS-level courses. Final coursework and assignments are effectively moderated on all courses.

p.22

Quality of education and training

62. The provision in business is well matched to local needs and meets the expectation of the students and the community. Enrichment within the curriculum area is strong and includes not only additional curriculum options but a wide range of visiting speakers, visits locally, nationally and overseas. Students on AVCE and level 2 courses benefit from relevant work experience placements and the productive relationship the college has with employers. Strong links with past students enable students to benefit from the experience of mock interviews. They also receive helpful support in improving their presentation techniques from people in the business and commercial sector.

p.22

Quality of education and training

63. Students receive very good guidance and support both before and during their courses. College staff visit local schools and offer taster days and information to help students in making decisions. Teachers maintain accurate and up-to-date records of the individual needs of students and their progress. Teaching and support workshops effectively meet their individual needs. Extra workshops are readily provided to help students with their subjects. Very good guidance on progressing to courses within the college, HE or employment is provided to students at all levels.

p.22

Leadership and management

64. Communication is good and teachers are fully involved in team meetings and the self- assessment process. Data are analysed effectively to identify issues in students' attendance, retention and pass rates. Challenging targets are set for improvements and they are closely monitored. Students' views are sought and contribute to improvements in curriculum management. Quality assurance is robust. However, the pass rate for AS-level business studies has declined over three years. Subject managers have a clear vision of the need for continuous improvement and closely analyse data relating to gender and ethnicity. Weekly team meetings are productive and include up-to-date monitoring of students' progress and achievement, health and safety issues and staff development and support. There is a well-documented lesson observation scheme. Staff development and support needs are identified and met.

p.23

Information and communications technology

Overall provision in this area is good (grade 2)

p.23

Strengths

o excellent pass rates in vocational and GCE A-level courses

p.23

Strengths

o good assessment and monitoring of full-time students.

p.23

Scope of provision

65. The college offers a wide range of full-time courses in ICT and computing to around 340 full-time and 725 part-time students. Full-time courses include a GNVQ intermediate, and AS-level and GCE A-level courses in ICT and computing. Part-time courses include computer literacy and information technology (CLAIT) as well as courses in computer applications at entry level and at levels 1 and 2. In 2004/05, 59% of students were male and 7% came from black and minority ethnic backgrounds.

p.23

Achievement and standards

66. Most students on full-time courses achieve high pass rates and a high percentage progress into HE. At GCE A level and on the vocational courses, pass rates have been very good over the past three years. Retention rates were also high, particularly on part-time courses. However, retention rates on the AS-level computing and ICT courses have declined since 2003. In addition, pass rates on AS-level ICT have declined from 91% in 2001/02 to 75% in 2003/04, which is below the national average. The percentage of students achieving A and B grades on vocational and computing courses was higher than the national averages. Students achieve grades on most courses that are above the level that might be expected from their qualifications on entry. The performance of some adult students on part-time or short courses declined for 2002/03, but recovered in 2003/04.

p.24

Achievement and standards

67. The standard of students' work is good. Most full-time students can use the Internet effectively for research. Advanced level students are able to draw on abstract and complex concepts such as binary conventions when using negative numbers. Part-time students have good learning skills, and develop confidence to use IT skills outside the classroom. Attendance rates are high, classroom discipline is good and students arrive punctually to lessons.

p.24

Qualification Level Completion year: 2002 2003 2004

No. of starts 200 279 487 % retention 100 97 100 National skills profile - IT (pilot)

p.24

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 59 91 No. of starts 17 23 16 % retention 88 87 69 GNVQ intermediate IT 2

p.24

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 100 100 No. of starts 21 38 20 % retention 81 74 85 AVCE IT 3

p.24

Qualification Level Completion year: 2002 2003 2004

% pass rate 82 96 100 No. of starts 122 108 92 % retention 98 94 89 AS-level computing 3

p.24

Qualification Level Completion year: 2002 2003 2004

% pass rate 86 84 89 No. of starts 150 127 109 % retention 91 91 88 AS-level ICT 3

p.24

Qualification Level Completion year: 2002 2003 2004

% pass rate 91 82 75 No. of starts 66 70 59 % retention 98 94 98 GCE A-level computing 3

p.24

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.24

Quality of education and training

68. Teaching is good. In the best lessons, there is a variety of activities such as group work, discussion and presentations. Teachers use learning technology well to maintain students' interest. They are careful to encourage student contributions and to weave students' interests and enthusiasms into lessons. In one lesson, the teacher encouraged students to debate how best to include a VAT calculation in a spreadsheet design. A number of approaches were discussed and the teacher used the opportunity to introduce students to absolute cell references. This brought the debate to a useful conclusion and allowed students to see an effective solution in a business context. In key skills lessons, tasks are well devised to meet the needs of students from different subject areas. The students feel very well supported and make good progress. Teachers effectively encourage independent study for both full-time and part-time students. In a minority of lessons,

p.24

Quality of education and training

however, lesson planning is not effective. Some group tasks are insufficiently demanding to keep more able students busy and they lose concentration.

p.25

Quality of education and training

69. Computing rooms are well equipped with projectors and electronic whiteboards. Teachers make good use of these to demonstrate key points and to illustrate complex information. Workstations are spacious enough to allow for workbooks and student notes. Assistive technology provided for people with disabilities is good. In addition, teachers place learning materials on the college network and students can access these away from the main site. Students have access to computers for independent study even at busy times and benefit from a library that is well stocked with course textbooks, journals, CD-ROMs and other materials.

p.25

Quality of education and training

70. Initial assessment is accurately used to identify literacy and numeracy support needs of both full- time and part-time students. Assessment of students' progress is consistent and fair. It is very effective on most full-time courses, where teachers assess learning frequently and accurately. They identify potential underachievement against expected grades quickly, and provide good extra support. Students are given clear written feedback and use it to improve. There is a wide range of enrichment activities for full-time students. These include visiting speakers from local companies, presentations on the history of the college network, and opportunities to enter national competitions. A trip to Euro Disney was organised so that students could study large-scale computer operations in a business setting. The wide range of part-time courses provides good opportunities for adult students. These include informal sessions aimed specifically at men with basic skills needs and use

p.25

Quality of education and training

of laptop computers to take learning into local communities.

p.25

Quality of education and training

71. There is particularly good individual support for full-time students. Targets for retention and pass rates are set with reference to their prior attainment. Progress reviews are detailed, thorough and are related carefully to target grades. Teachers agree detailed action plans with students and provide good advice when students want to access specialist support services. Support for learning is very effective. Teachers use team meetings to review the progress and performance of the students against target grades. Students who have missed lessons or find topics difficult, are referred to regular workshops. However, attendance is voluntary at the workshops and some are not well attended. This has been recognised and action taken to follow-up absences more rigorously. Learning support for full-time students with additional learning needs on ICT and computing courses is good. Initial assessment identifies needs rigorously and students' take up of the additional support

p.25

Leadership and management

72. Management is good and has been successful in maintaining high pass and retention rates on most courses. Action plans are in place to address the decline in performance of AS-level ICT students. Quality assurance arrangements are thorough and effective. Data relevant to students' progress and achievements, management information and value added analyses are used to identify underperforming groups of full-time students and inform curriculum development. Assessment information is also well used to review full-time course performance and guide programme development. However, the performance of part-time courses is less effectively analysed, particularly where significant numbers of students do not complete qualifications. Staff appraisal is formal and completed regularly. Managers observe all teachers every year and ensure that development needs are identified and linked to in-service training. A system of peer observation

p.25

Leadership and management

allows good practice to be shared systematically. Teachers promote equality of opportunity well in lessons.

p.25

Sports, leisure and travel

Overall provision in this area is outstanding (grade 1)

p.26

Strengths

o excellent practical facilities which enhance learning

p.26

Strengths

o highly effective individual support for students

p.26

Scope of provision

73. The college provides a GNVQ in leisure and tourism at foundation and intermediate levels, an AVCE in travel and tourism, a BTEC national certificate in sport and performance, AS level in sport, games and recreation and GCE A level in sport and physical education. The majority of students are full time and aged 16 to 18. Currently, there are 495 enrolments on courses. Part-time courses offered as part of the college's enrichment programme include the community sport leader's award and the Duke of Edinburgh scheme silver and gold awards.

p.26

Achievement and standards

74. Pass rates are outstanding. In 2004, pass rates for all courses were above national averages. Pass rates on the GCE A2 sport and physical education and the AVCE in travel and tourism have been 100% for each of the last three years. The pass rate on GNVQ intermediate leisure and tourism rose from 92% in 2002 to 100% in 2004 and was significantly above the national average. Students achieved at a significantly higher level than predicted by their previous results at GCSE. High achievement was especially significant on the AS level in sport games and recreation and on the GCE A2 sport and physical education course. 75. Retention rates are high. For example, between 2002 and 2004 the retention rate for AS-level sport, games and recreation rose from 91% to 95% which is significantly above the national average of 87%. This has been achieved alongside increasing numbers of enrolments. However, the retention rate for the GNVQ intermediate leisure and tourism fell from 100% in 2003 to 75% in 2004,

p.26

Achievement and standards

which is 8% below the national average. In 2004, the college basketball team were southern region runners up in the men's under-19 basketball competition and national winners of the sixth form and tertiary colleges' men's hockey competition. A number of students have been rewarded with national and international scholarships to HE institutions.

p.27

Achievement and standards

76. Work produced by students is of a high standard. One successful assignment, focusing on customer service skills, required students to interview staff in hotels and travel agencies. Completed assignments were well presented, made good use of IT, and contained extensive details on the different approaches taken in customer service. In a sports lesson, students made good use of powerpoint to present information on key legislation which is currently impacting on the sport and leisure industry. They then successfully related their findings to the effect the legislation might have on local employers of part-time workers.

p.27

Qualification Level Completion year: 2002 2003 2004

No. of starts 80 67 * % retention 88 93 * Community Sports Leader Award

p.27

Qualification Level Completion year: 2002 2003 2004

% pass rate 89 74 * No. of starts 158 153 185 % retention 91 93 95 AS-level sports games and recreation

p.27

Qualification Level Completion year: 2002 2003 2004

% pass rate 99 99 100 No. of starts 85 125 127 % retention 100 99 99 GCE A-level sport and physical education

p.27

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 100 100 No. of starts 17 * 18 % retention 53 * 83 AVCE (double award) in travel and tourism

p.27

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.27

Quality of education and training

77. Teaching is very good and enables students to learn effectively. Students learn quickly and make very good contributions in lessons. Teachers skilfully use a range of teaching and learning strategies to interest students and develop their understanding. Lessons are well planned and schemes of work are available to students in workbooks and on the intranet. In one very good lesson, audio and video tape clips were used to demonstrate how professional athletes use visualisation techniques when preparing for performance. Students responded with great interest and undertook further analysis of the concept through identifying and carefully considering similar examples. Visual aids were used imaginatively and promoted learning effectively.

p.27

Quality of education and training

78. In a minority of lessons, the classrooms are cramped for the number of students using them and opportunities for group work are restricted. ILT is used well in leisure and travel. Students use the intranet confidently in many lessons. Easy access to many linked websites is available and frequently used, and learning is readily extended in this way during lessons. Staff are well qualified and experienced. Practical sports facilities are excellent and enhance learning. There is a well- equipped sports hall and fitness centre which is readily accessible by all students and which provides facilities for a wide range of sports. Additionally, there are a number of outdoor pitches and three all-weather tennis courts. Most of the teaching rooms have good resources to support effective teaching and learning. There are informative displays of student work and other relevant materials which create stimulating learning environments.

p.27

Quality of education and training

79. Students' progress is effectively monitored by systematically reviewing their progress against individual target minimum grades and against subject specific criteria. Teachers assess work thoroughly and provide constructive feedback to help students to improve their performance. Students make good use of the extra tuition they receive during regular lunchtime workshops. The college has recently introduced a foundation level GNVQ in leisure and tourism. Students have transferred on to this course from local secondary and special schools and are making good progress.

p.28

Quality of education and training

80. There is highly effective individual support for students. Learning support assistants provide support in lessons which makes a valuable contribution to students' progress. Students speak positively about the support they receive. Much support for students takes place outside formal lessons. Advice and guidance on HE opportunities are very good. Progression to HE is very high, at 90%. Attendance rates are good and rigorously monitored. At the time of the inspection, attendance was 89%.

p.28

Leadership and management

81. Leadership and management are very good and there is a strong team ethos. Communications are good and the course teams regularly review course performance. Quality assurance arrangements are effective. Comprehensive self-assessment reports and clearly focused action plans are produced at course level. Staff are well supported and have a good range of development opportunities which support their responsibilities well.

p.28

Leadership and management

82. Students' views are collected systematically and are used effectively to inform curriculum planning. Risk assessments are comprehensive, rigorous and updated regularly. Equality of opportunity is dealt with sensitively. External links with other institutions are productive, enriching the curriculum and facilitating student progression to HE and employment. In 2003, the college became a regional base for an academy of rugby excellence supported by London Irish RUFC. Students have benefited from coaching by premiership staff and by watching professional players train.

p.28

Visual and performing arts and media

Overall provision in this area is outstanding (grade 1)

p.28

Strengths

o much good teaching and high-quality learning o very good accommodation and equipment for media, music and performing arts students

p.28

Strengths

o excellent guidance and monitoring of students' progress

p.29

Strengths

o strong curriculum leadership and management.

p.29

Weaknesses

o cramped specialist workshop space to support art students.

p.29

Scope of provision

83. There is a wide range of courses for students aged 16 to 18 in performing arts, visual arts and media. AS-level and GCE A-level courses include art, textiles, photography, dance, performance studies, media, film studies, music and music technology. Courses for adults are offered from entry level to level 2 in a range of subjects in the visual arts. At the time of inspection, there were 1,154 enrolments on full-time courses. Around 72% of enrolments were on visual arts and media courses and 28% in music and performing arts. Over 200 adult students undertake part-time courses on the main campus or at the adult education centre nearby.

p.29

Achievement and standards

84. Pass rates have been outstanding over the past three years. The percentage of students achieving A and B grades at AS level and GCE A level was much higher than the national average over the past three years. Retention rates of students are excellent on all courses. Pass rates on advanced courses are higher than might be expected from their prior attainment. Overall, students demonstrate a high standard of practical skills. In one lesson, students quickly developed a scene from the Edward Bond play The Sea . They chose appropriate lighting and sound effects, and showed a high level of group skills within the lesson.

p.29

Qualification Level Completion year: 2002 2003 2004

No. of starts 223 224 234 % retention 92 96 94 AS-level art 3

p.29

Qualification Level Completion year: 2002 2003 2004

% pass rate 91 90 94 No. of starts 66 62 81 % retention 94 89 91 AS-level film studies 3

p.29

Qualification Level Completion year: 2002 2003 2004

% pass rate 98 98 100 GCE A-level art 3 No. of starts 108 148 137 % retention 98 100 99 % pass rate 99 97 99 No. of starts 64 66 57 % retention 91 97 95 AS-level performance studies

p.29

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 97 100 No. of starts 112 133 105 % retention 99 97 98 GCE A-level media studies

p.30

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 98 99 No. of starts 31 38 49 % retention 100 95 96 GCE A-level music 3

p.30

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.30

Qualification Level Completion year: 2002 2003 2004

85. In a photography lesson, students quickly learned and applied framing and border techniques to their prints. In art, students keep high-quality sketch books which they use effectively to develop final pieces. Film and media students produce well-scripted and edited films. Progression rates to HE courses are very good. Students attend punctually and show a high degree of focus and concentration. Attendance was good at 89% during the week of the inspection. Students' commitment and enjoyment of their studies is evident.

p.30

Quality of education and training

86. There is much good teaching which encourages high-quality learning. Most teachers use a wide variety of methods in lessons to motivate and secure students' interest. Teachers know their students well and provide feedback which helps them improve their learning. Recent development of the college intranet provides excellent materials to aid teaching and learning. In an innovative specialist music lesson, students were given a short project to create a diagrammatic representation of a Mozart piano sonata. Having first analysed the score to discover its structure, students then drew the component elements on paper to provide an accessible reference. This approach successfully provided students with a memorable alternative to description in essay form. In an outstanding media lesson, students were asked to analyse and grade magazine cover designs. Using carefully targeted questioning and support to different groups, the teacher enabled the

p.30

Quality of education and training

students to develop their judgements applying theoretical conventions in their analysis to a high level. However, in a small number of lessons in media, teachers place insufficient emphasis on reinforcing key learning objectives and have lower expectations of their students.

p.30

Quality of education and training

87. A wide range of opportunities exists for students to participate in enrichment activities. These develop greater breadth and depth to their learning. Each year, dance students attend a five-day residency with Treloar College and the CandoCo Dance company who work with performers with disabilities. This leads to a performance at Theatre Royal, Winchester. Around 20 students each year are supported by the college on the Hampshire Specialist Music Course which is a route for talented musicians to enhance their skills in preparation for a professional career. Teachers create a supportive and dynamic environment for learning. A significant feature of the provision is the amount of feedback available to students to develop their skills and knowledge, practical and performance skills in order that they may progress.

p.30

Quality of education and training

88. There is a very high standard of specialist equipment and accommodation for music, media and performing arts students. Teachers and technicians are well qualified with good levels of subject specialist knowledge and experience. Media and film students are taught in a variety of well- equipped rooms. The dance studio is light and airy with a sprung floor. A large theatre provides plenty of space for performances. The facilities for musicians are excellent, with good access to instruments including Steinway pianos, practice rooms, sequencing, editing and recording equipment.

p.30

Quality of education and training

89. There is cramped and limited specialist accommodation for art students. The textiles, ceramics, photography and printmaking workshops, whilst well equipped, are too small for the numbers of students accessing them. The range of learning activities that can be used by students is thus limited. There are no dedicated facilities for specialist work in three-dimensional and limited opportunities for students to develop creative graphic design and digital skills utilising computer- aided design (CAD) packages.

p.31

Quality of education and training

90. There is excellent guidance and monitoring of students' progress. Assessment is rigorous and accurate. Regular tutorials ensure that students are aware of their progress and know how to improve. Teachers provide regular and constructive feedback in lessons. The range of extra curricular activities is very good and includes a good number of trips, visits, music clubs and art activities. Recently, art students visited New York and media and film students will be visiting Los Angeles in 2005. Students took part in the national Global Rock Challenge dance competition and won a `best student initiative' award in 2003. Take up of enrichment activities is good and adds value to the students' learning.

p.31

Quality of education and training

91. Student guidance is excellent. Prospective students attend open days and receive impartial advice. Induction is provided through tutorials early in the first term to confirm that students are enjoying their courses. Progress reviews take place regularly. These focus on students' progress against target grades and provide feedback so that students can continue to improve. Learning support needs are identified at the start of courses and specialist support is put in place as necessary.

p.31

Leadership and management

92. Curriculum leadership and management are strong. Communications are effective for full-time and part-time staff. Regular meetings at subject and faculty level keep staff informed and provide a channel for communication with managers. Quality assurance is good and data for retention and pass rates are thoroughly analysed. However, variations in examination results between some teaching sets are not analysed sufficiently thoroughly. Self-assessment reports and development plans are rigorous and contain challenging targets and action points to address identified weaknesses. Staff development is well organised and staff appraisals are completed on time.

p.31

Humanities

Overall provision in this area is outstanding (grade 1)

p.31

Strengths

o much very stimulating and enjoyable teaching and learning o high standard of students' work and contributions in lessons

p.31

Scope of provision

93. Classical civilisation, geography, government and politics, history, philosophy and religious studies are taken at AS level and GCE A level. There are 1,244 enrolments, all by full-time students aged 16 to 18. Recruitment is high in each advanced level subject. For example, there are over 300 students on AS-level courses. In history, students can choose to study either early or late history.

p.32

Achievement and standards

94. Students achieve well on all courses and pass rates have been consistently above the national averages. GCE A-level religious studies has had a pass rate of 100% over the last three years. In 2004, 71% of the students who completed GCE A-level government and politics and 78% of students who completed GCE A-level philosophy achieved A or B grade passes. Most students achieve higher grades than those predicted by their GCSE results, notably in geography, history and religious studies. AS-level classical civilisation has been less successful, with a lower pass rate in 2003 and fewer students gaining higher grades over three years. Retention rates have been consistently high on all courses from 2002 to 2004, and often well above national averages. Retention rates in GCE A-level geography and history has been above 98% for the past three years. Progression from AS level to GCE A level has been consistently good in all subjects, and the

p.32

Achievement and standards

progression on to HE is very good. Attendance during the inspection was very good, at 92%.

p.32

Achievement and standards

95. Many students produce written work of high quality, characterised by cogent argument, clear and accurate writing, and good use of supporting evidence. For example, classical civilisation students wrote compelling and lucid explanations of why the Greeks repelled the Persian invaders in the fifth century BC. In most lessons, students make confident and well-informed contributions, and add significantly to the quality of lessons by doing so. In one AS-level history lesson, students were asked to explain what `foreign policy' was. They quickly produced some extremely impressive explanations.

p.32

Qualification Level Completion year: 2002 2003 2004

No. of starts 92 74 89 % retention 95 100 91 AS-level classical civilisation

p.32

Qualification Level Completion year: 2002 2003 2004

% pass rate 95 89 99 No. of starts 40 63 89 % retention 90 94 89 AS-level philosophy 3

p.32

Qualification Level Completion year: 2002 2003 2004

% pass rate 86 98 89 No. of starts 96 139 130 % retention 100 98 99 GCE A-level geography 3

p.33

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 99 100 No. of starts 37 46 29 % retention 100 100 97 GCE A-level government and politics

p.33

Qualification Level Completion year: 2002 2003 2004

% pass rate 95 100 100 No. of starts 122 186 209 % retention 98 99 98 GCE A-level history 3

p.33

Qualification Level Completion year: 2002 2003 2004

% pass rate 99 99 99 No. of starts 24 24 18 % retention 100 96 100 GCE A-level religious studies

p.33

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.33

Quality of education and training

96. Teaching is very well organised and stimulating. Students and their tutors work together with evident enjoyment and good humour. Courses and individual lessons are well planned to promote successful learning through varied activities, and a range of impressive resources. In a history lesson, students benefited from an extremely comprehensive course handbook on the reign of Henry VII. Students talked with confidence about his use of arranged marriages as an instrument of foreign policy. In a religious studies lesson, the tutor used students' reactions to an apparent sudden `illness' suffered by a student to demonstrate aspects of Buddhist teaching about personal well-being. In the same lesson, Buddhist teaching about the futility of personal cravings was illuminated by examining the words of the Rolling Stones' song: I can't get no satisfaction. In most lessons, students learn actively, but in a minority teachers provide too many ideas and information, and students lack

p.33

Quality of education and training

97. Many teachers have made significant progress in using ICT in learning. The college intranet, which students can access from home, contains a wealth of information and linked websites on many topics covered. In some lessons, the electronic whiteboards are used very effectively. In a geography lesson, the tutor demonstrated some of the material which could be accessed to show the conflict between supplying basic material needs and preserving the environment in developing countries. Teachers and students appreciate the range of materials available at the learning centre, and its responsiveness to requests for books, or other resources. Good displays in classrooms give a strong sense of subject identity. Some classrooms and staff work areas are overcrowded at times.

p.33

Quality of education and training

98. There is an impressive range of opportunities to extend learning through trips and visits. In a geography lesson, students used the information gained on visits to coastal sites in Hampshire and Dorset to inform answers to questions on coastal erosion and management. Classical civilisation students have an opportunity each year to visit sites in either Greece or Italy to provide first hand evidence of what they learn about architecture and the ancient world. The experience of visiting the Temple of Zeus at Olympia was beneficial in one lesson observed, enabling students to understand and appreciate pictures of carved stone figures at the temple.

p.33

Quality of education and training

99. Students are well supported in their learning. Tutors know their students well and give them the individual help they need in lessons and in their own time. Good study guides and handouts help students to prepare their work. Marked work is carefully annotated to indicate specific concerns, with summarising comments to explain the marks given. Consistency is achieved by using clear mark schemes that follow awarding bodies' assessment criteria and which are shared with students. In some cases, summarising comments do not set out sufficiently clearly the measures needed to improve or consolidate standards. Regular workshops in each subject provide valuable support for students. Individual reviews give students clear indications of their progress in relation to their predicted grades. Some targets for further improvement are not sufficiently clear. Guidance provided on applications to HE is highly effective and valued by students.

p.33

Leadership and management

100. Curriculum management is strong and effective. Subject co-ordinators successfully encourage teachers to work closely together and share good practice and resources. There is a strong will to do the very best for students and help them to achieve their full potential. Individual self-assessment reports are thorough, rigorous and largely accurate. They clearly identify precise needs and address them purposefully. Reliable information is used about achievement including analysis of results matched against students' predicted grades. Internal lesson observations have produced realistic judgements and contributed significantly to improving teaching and learning. New teachers receive valued help from the teams they have joined. Unauthorised student absence, lateness, and late work are monitored rigorously.

p.34

Law, psychology and sociology

Overall provision in this area is outstanding (grade 1)

p.34

Strengths

o high pass rates on most GCE A2 and AS-level courses

p.34

Strengths

o high retention rates on most GCE A2 and AS-level courses

p.34

Strengths

o highly effective use of ILT to support learning

p.34

Strengths

o very good assessment and monitoring of students' progress and work

p.34

Strengths

o extensive range of well-designed enrichment activities

p.34

Strengths

o outstanding support for students o outstanding curriculum management.

p.34

Weaknesses

o individual students' needs insufficiently met in a minority of lessons.

p.35

Scope of provision

101. The college provides AS-level and GCE A-level courses in law, psychology and sociology mainly for full-time students aged 16 to 18. Some 406 students are studying psychology at AS level and 219 at GCE A level. Some 170 students are enrolled on AS-level sociology and 131 on GCE A- level sociology. There are 190 students studying law at AS level and 92 at GCE A level. There are 45 adult students on part-time AS-level and GCE A-level courses across all three subjects with a further 30 taking access to HE courses in psychology and sociology.

p.35

Achievement and standards

102. Students' achievements are excellent on the majority of courses. Pass rates and retention rates have been consistently high in GCE A-level psychology and sociology. AS-level pass rates and retention rates are high, and have been at or above national averages for the past three years. The proportion of students gaining high grades is significantly above national averages. For example, in both GCE A-level law and psychology the percentages of students gaining grades A or B was 11% higher than national averages in 2004. Most students achieve examination grades at or higher than those predicted by GCSE results. However, students in AS-level psychology achieved grades lower than predicted by their GCSE results in 2004.

p.35

Achievement and standards

103. Students produce high-quality work. They consistently express views confidently in lessons and make reasoned and coherent contributions to discussions. Most students work at a consistently high level and demonstrate good knowledge and understanding of their subject. Many ask perceptive questions and can apply relevant psychological or sociological theories to their work. Students have a very good appreciation of research methods in both psychology and sociology and they produce well-considered written assignments. Law students demonstrate good knowledge of the legal system and the application of law to complex case studies.

p.35

Qualification Level Completion year: 2002 2003 2004

No. of starts 80 138 135 % retention 96 98 97 AS-level law 3

p.35

Qualification Level Completion year: 2002 2003 2004

% pass rate 86 90 89 No. of starts 219 266 364 % retention 95 95 96 AS-level psychology 3

p.35

Qualification Level Completion year: 2002 2003 2004

% pass rate 94 92 91 No. of starts 203 219 186 % retention 95 94 92 AS-level sociology 3

p.35

Qualification Level Completion year: 2002 2003 2004

% pass rate 93 88 92 No. of starts * 52 91 % retention * 94 97 GCE A-level law 3

p.35

Qualification Level Completion year: 2002 2003 2004

% pass rate * 88 93 No. of starts 120 154 189 % retention 100 99 100 GCE A-level psychology

p.36

Qualification Level Completion year: 2002 2003 2004

% pass rate 99 100 98 No. of starts 126 144 151 % retention 98 97 97 GCE A-level sociology 3

p.36

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.36

Quality of education and training

104. Teaching and learning are very good. Many lessons are characterised by effective and comprehensive planning, clearly stated aims and objectives and a variety of tasks to stimulate learning. Students contribute frequently through question and answer sessions, discussions and group work. In the majority of lessons, teachers facilitate learning skilfully and enable students to develop analytical thinking. Students participate enthusiastically and are fully involved in the learning process. For example, in a very good psychology lesson on sleep deprivation, a group of students led discussion with incisive and valid comments and used their findings both from research and experimental work to good effect. In a sociology lesson which developed students' understanding of Functionalist and Marxist perspectives on education, students applied their own experiences of school in a lively debate. This led to an identification of the effects of the `hidden curriculum' on

p.36

Quality of education and training

students themselves and on society. In a law lesson, students took part in a thought-provoking debate on what sentencing aimed to achieve. Students developed good understanding of the complexities of sentencing, in attempting to reconcile the need for punishment with reform of the offender. In a minority of lessons, the needs of more able students are not sufficiently met. ILT is used very productively in most lessons. In a psychology lesson, students entered data from their group experiments on to an electronic whiteboard. Data were quickly transformed and displayed graphically to the whole class for further analysis and study.

p.36

Quality of education and training

105. Support for students is outstanding. Teachers provide excellent encouragement and support for individual students in most lessons, as well as and extra help outside lessons and with additional learning support if required. Homework is regularly set, marked and returned promptly. Most students' work is assessed very effectively with full attention paid to accuracy and detail. Written comments are well focused and provide useful constructive advice for students on how to improve. Student self-tracking sheets enable them formally to map their own progress. Frequent workshops provide very effective extra tuition and are well used by students. Extra support is also helpfully provided for students through a buddy system using second-year students as `learning champions'. Students make good use of revision materials, lesson notes and extension exercises on the college intranet as well as e-mailing teachers for advice.

p.36

Quality of education and training

106. Teachers are well qualified and experienced in their fields. There are excellent resources for law, psychology and sociology. Many well-resourced teaching rooms are equipped with interactive whiteboard, data projectors and audiovisual facilities. There are up-to-date sets of textbooks and high-quality handouts. Valuable aids such as good study guides, handbooks, and study materials for individual topics are also provided.

p.36

Quality of education and training

107. A very wide range of interesting and beneficial additional activities enriches and broadens students' experience of their subjects. Examples include visits to the Court of Appeal in London, the Freud Museum, the European Parliament and Commission in Brussels, taking part in the national finals of the Bar National Mock Trial Competition, an annual sleep deprivation experiment, visits by guest speakers and a psychology film club.

p.36

Leadership and management

108. Leadership and management are outstanding. Courses are well organised and very effectively managed. Schemes of work are well written and include clear and detailed information about course contents, teaching and learning activities and resources. Quality assurance is very good with keen attention to detail. Key sources of evidence including students' views, pass and retention rate data, and lesson observation grades are carefully evaluated during self-assessment. Action planning for improvements includes the setting of realistic targets which are agreed and met. Staff training and development is thorough and targeted effectively. Teachers share good practice both through formal mechanisms, such as regular peer observations and informally in their regular team meetings. Communication is clear and effective. Action points from meetings are closely monitored and followed-up. Staff have high morale; they feel valued and are well supported. Equality and diversity

p.37

Leadership and management

are actively promoted through the curriculum and as a standing item on meeting agendas. College values and a statement on equality and diversity are included in student and course handbooks and through the subjects' intranet sites.

p.37

English, communications and modern foreign languages

Overall provision in this area is outstanding (grade 1)

p.37

Strengths

o enthusiastic and lively teaching motivating students

p.37

Scope of provision

109. The college has a very large provision in English and modern foreign languages. Currently, 1,094 students are enrolled on English courses at GCSE, GCE AS level and GCE A level. There are 971 students enrolled on AS-level and GCE A-level courses. There are 416 enrolments on modern foreign languages (French, German, Spanish and Italian). Some 47 students are enrolled on GCSE courses in Spanish and Italian, and the remaining 369 students are working towards AS-level or GCE A-level qualifications.

p.38

Scope of provision

110. In the Adult Continuing Education Division, there are 22 language courses which cater for some 310 students. Some 28 students are on English-related courses.

p.38

Achievement and standards

111. Achievement is very high. In 2004, A or B grade pass rates were significantly above national averages in many subjects, for example, AS-level English language, English literature and Italian. Pass rates were also significantly above national averages at GCE A level in English language, French and German. The vast majority of students make better progress than their prior attainment would suggest. This progress is particularly marked in communication studies, French and German. GCSE English A* to C grade pass rates have improved steadily and were well above national averages in 2004. However, both Italian and Spanish were slightly below average in 2004 after achieving very good results in the two previous years. Retention rates are very high. Students make good progress in lessons and demonstrate good retention of learning over time.

p.38

Achievement and standards

112. In English literature, students display well above average analytical skills, familiarity with technical terminology and debating and discussion skills. In English language, students are accustomed to specialist terminology and adept at arriving at reasoned conclusions, both independently and in peer groups. In both disciplines, they are fully involved in lessons and are confident speakers. The standard of written work is high. One witty and acerbic review of Eats, Shoots and Leaves was memorable for its high quality.

p.38

Achievement and standards

113. Students' ears are well tuned to the constant use of the foreign language in lessons and on the corridors. Consequently, their listening and comprehension skills are well developed. For their time on course, students are confident speakers and have no inhibitions about initiating discussions in the appropriate language. Written work is generally well conceived, but not always free of careless errors.

p.38

Qualification Level Completion year: 2002 2003 2004

No. of starts 203 219 210 % retention 98 96 99 AS-level English language

p.38

Qualification Level Completion year: 2002 2003 2004

% pass rate 98 94 98 No. of starts 237 221 250 % retention 97 96 96 AS-level English literature

p.38

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 93 98 No. of starts 161 113 99 AS-level French 3 % retention 94 96 99 % pass rate 92 88 93 No. of starts 109 144 149 % retention 98 99 98 GCE A-level English language

p.38

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 98 99 No. of starts 148 178 164 % retention 98 99 98 GCE A-level English literature

p.39

Qualification Level Completion year: 2002 2003 2004

% pass rate 100 99 99 No. of starts 64 83 68 % retention 100 99 97 GCE A-level French 3

p.39

Qualification Level Completion year: 2002 2003 2004

Source: ISR (2002 and 2003), college (2004)

p.39

Quality of education and training

114. Teaching is very good and occasionally outstanding. In the very best lessons, enthusiastic, skilled teaching energises students. Potentially dry topics are brought vividly to life through imaginative tasks and activities. For example, in an English lesson, students' dormant interest in etymology was awakened by some imaginative and enjoyable activities. Students thoroughly enjoyed what they were doing and learned rapidly, acquiring specialist vocabulary at the same time. They participate readily in paired and small group work and are mutually supportive and encouraging. Emphasis is placed on promoting independent learning. In a Spanish beginners' lesson, students had well above average listening and speaking skills for the early stage of the course. They participated eagerly in the learning activities using their newly acquired Spanish with obvious pleasure and confidence. A wide range of appropriate tasks and activities sustains the

p.39

Quality of education and training

progress of lessons. Students work hard and maintain their focus. Staff and students are increasing their use of modern technical resources such as the excellent intranet. In a small minority of lessons, there is too much theory and too few contextualised examples and, on occasion, cramped accommodation inhibits learning.

p.39

Quality of education and training

115. Specialist learning equipment and learning resources are good. The college intranet and the new computerised language laboratory are excellent tools. The availability of foreign language assistants for each language makes a valuable contribution to language work. Accommodation is good, but sometimes the shape of the room, the furniture layout and overcrowding can negatively affect students' learning. Attractive and informative wall displays in classrooms and on corridors embellish the learning environment.

p.39

Quality of education and training

116. The care, quality and accuracy of the marking of written work are exemplary. Students know exactly how their marks are awarded and what they need to do to improve. New targets are often set so students can progress to the next stage of development. Well-monitored paired and small group work enables teachers to assess their students informally in most lessons. More formal assessment by means of student progress reports is rigorous. Individual specific targets are set to promote further progress.

p.39

Quality of education and training

117. Students choose from a wide range of enrichment activities. Language students have opportunities to go to Europe on study visits; they enjoy their workshops, conversation groups and have initiated a foreign film club. Students of English have a similarly wide range of subject-related options. They participate in a `Summer Shakespeare' production which is staged in the open air. The attractively produced booklet of photographs and poems written by students and staff to commemorate a visit to the battlefields of the Somme reveals what a life changing experience it turned out to be for many participants.

p.39

Quality of education and training

118. Guidance and support for students are outstanding. Problems associated with learning difficulties, disabilities and medical conditions are addressed so that students are enabled to learn. The combination of helpful teachers, learning assistants, workshops and specialist guidance keeps support at high levels. Students confirm that individual help is always available in and outside lesson time. Advanced students sometimes volunteer to help newcomers.

p.39

Leadership and management

119. Leadership and management are strong. Everything runs smoothly on a day-to-day basis and the vision of continuous improvement is being achieved as the upward trends in pass and retention rates testify. The open-door style of management has fostered a strong team spirit and communications are good. Quality assurance is successful in bringing about improvements. For example, there is very close correlation between internal observation and inspection grades. The staff development programme is particularly well developed, as is the thorough and rigorous appraisal system. Regular formal and informal meetings facilitate the sharing of best practice.

p.40

Enrolments (%)

Science and mathematics 4,437 457 18 Land-based provision 0 0 0 Construction 0 0 0 Engineering, technology and manufacture 194 0 1 Business administration, management and professional 719 151 3

p.40

Enrolments (%)

Information and communication technology 2,703 850 13

p.41

Enrolments (%)

Retailing, customer service and transportation 1 54 0

p.41

Enrolments (%)

Hospitality, sports, leisure and travel 607 889 6 Hairdressing and beauty therapy 6 48 0 Health, social care and public services 166 566 3

p.41

Enrolments (%)

Visual and performing arts and media 1,077 1,651 10

p.41

Enrolments (%)

Humanities 4,527 710 20 English, languages and communication 3,873 566 17

p.41

2001 2002 2003 2001 2002 2003

Starters excluding transfers 123 67 229 227 245 519

p.41

2001 2002 2003 2001 2002 2003

Retention rate % 94 91 86 78 77 81 National average % 81 75 83 71 72 73 Pass rate % 84 84 90 91 91 86

p.41

1

National average % 67 75 72 68 73 75 Starters excluding transfers 347 377 421 207 234 197

p.41

1

Retention rate % 88 85 86 74 84 89 National average % 80 82 81 71 70 69 Pass rate % 85 91 87 84 83 64

p.41

2

National average % 84 84 86 69 70 74 Starters excluding transfers 8,481 9,183 10,331 239 282 189 3

p.41

2

Retention rate % 93 96 96 72 81 64 National average % 80 89 90 65 72 73 Pass rate % 92 89 88 67 79 79 National average % 86 87 88 67 73 77

p.41

2

Note: summary of retention and achievement for the last three years by age and level of course, compared against national averages for colleges of the same type (that is general FE/tertiary colleges or sixth form colleges).

p.42

2

1. National averages: Benchmarking Data 2001 to 2003: Retention and Achievement Rates in Further Education Colleges in England, Learning and Skills Council, September 2003.

p.42

2

2. College rates for 2000/01 to 2002/03: College ISR.

p.42

observed

Level 3 (advanced) 89 10 0 140 Level 2 (intermediate) 82 11 5 17 Level 1 (foundation) 66 33 0 6 Other sessions 100 0 0 1

p.42

Totals 88 11 1 164

educational purposes, provided that the 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.42