Newcastle-under-Lyme College

Audience Post-sixteen Published date December 2007 Provider reference 130812 Provider reference 130812

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Published date December 2007 Newcastle-under-Lyme College Inspection report

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Contents

Key strengths and areas for improvement 7

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Grading

Inspectors use a four-point scale to summarise their judgements about achievement and standards, the quality of provision, and leadership and management, which includes a grade for equality of opportunity.

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Grading

The descriptors for the four grades are: • grade 1 – outstanding • grade 2 – good • grade 3 – satisfactory • grade 4 – inadequate

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Grading

Further information can be found on how inspection judgements are made at www.ofsted.gov.uk .

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Scope of the inspection

In deciding the scope of this inspection, inspectors took account of: the provider’s most recent self-assessment report and development plans; comments from the local Learning and Skills Council (LSC) or other funding body; and where appropriate the previous inspection report ( www.ofsted.gov.uk ); reports from the inspectorate annual assessment visits or quality monitoring inspection; and data on learners and their achievement over the period since the last inspection. This inspection focused on the following aspects:

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Scope of the inspection

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

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Description of the provider

1. Newcastle-under-Lyme College is a large tertiary college located in North Staffordshire. The college enrols the majority of its learners from the local conurbation of Stoke-on-Trent and Newcastle-under-Lyme which, together with surrounding towns and villages, has a population of more than 500,000 people. The area around Stoke-on-Trent and Newcastle- under-Lyme is largely urban in character and includes districts of deprivation. Newcastle-under-Lyme is ranked 138 out of 354 for the highest levels of deprivation in England. The unemployment rate is approximately 3.5%, which is lower than the national rate of around 5.4%. The percentage of pupils gaining at least five GCSE passes at grades A* to C in the local area in 2007 was below the national average. 2. The college provides a range of further education programmes and offers courses in most sector subject areas. Qualification levels range from pre-entry to level 4. The college provides apprenticeship

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Description of the provider

programmes to around 250 work-based learners and full-time provision for approximately 80 young people aged 14 to 16 years. Part-time provision for around 450 young people aged 14 to 16 is provided in collaboration with local schools. In addition, there is a growing higher education programme and the college provides adult and community learning courses on behalf of Staffordshire Local Authority.

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Description of the provider

3. Newcastle-under-Lyme College enrolled about 6,700 individual learners in 2006/07. Of these, around 40% of learners were aged 16 to 18 and 60% were adults. About 85% of learners aged 16 to 18 were on full- time courses, but only 20% of adults studied full time. Around half of all learners were on level 3 courses, with the remainder being split fairly equally between level 1 and level 2 courses. The proportion of learners from minority ethnic backgrounds was approximately 5%, compared to the 2.1% in the local population.

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Description of the provider

4. The college’s mission is to ‘shape successful lives through excellent education and training’.

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Leadership and management Good: Grade 2

Equality of opportunity Good: contributory grade 2

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Effectiveness of provision Good: Grade 2

5. The effectiveness of provision is good. The achievement and standards of learners are good. Success rates are above national averages on long courses at all levels of the curriculum. Pass rates are high on most courses and retention rates are slightly above national averages. The vast majority of learners aged 14 to 16 years are successful on their chosen courses and many of them progress to other further education programmes. Learners make good progress on vocational level 3 programmes and satisfactory progress on AS and A2 courses.

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Effectiveness of provision Good: Grade 2

6. Teaching and learning are good. The college has implemented successfully a range of strategies to minimise the number of weak lessons. The college has recognised that it now needs to focus more attention on increasing the proportion of outstanding lessons. The identification of, and provision for, additional learning needs has improved since the last inspection and is now outstanding. Although most assessment processes are very thorough, feedback to learners does not always guide them sufficiently on how to improve.

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Effectiveness of provision Good: Grade 2

7. Provision to meet the needs and interests of learners is outstanding. The college offers a wide range of courses for learners and there is good progression to further courses, higher education and employment. Strong links with employers and other stakeholders enhance learners’ experiences by broadening the curriculum and providing a good range of work experience opportunities. The college’s approach to educational and social inclusion is outstanding.

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Effectiveness of provision Good: Grade 2

8. Support and guidance for learners are good. The college provides outstanding initial advice and guidance to learners. Learners also benefit from an extensive range of support services and effective careers advice and guidance. Systems for monitoring progress have recently been improved. The setting of targets for learners to help them improve is an area for further development. The development of the economic well- being of learners is outstanding.

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Effectiveness of provision Good: Grade 2

9. Leadership and management are good. Leaders set a clear strategic vision and direction based firmly on providing for the educational and training needs of the local community. The college self-assessment report is broadly accurate but some aspects of quality improvement planning are insufficiently rigorous. The promotion of equality and diversity is good. Governance is excellent. Financial management is strong and the college provides good value for money.

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Capacity to improve Good: Grade 2

10. The college demonstrates a good capacity to improve its provision for learners. It has successfully addressed the areas for improvement identified at the last inspection. Self-assessment arrangements have improved and the revised quality assurance procedures are better at identifying underperformance in order that appropriate actions can be taken. The college is clear about its strengths and areas for improvement, although the use of target setting to monitor and evaluate quality improvement plans is underdeveloped. Financial management is very good. Staff demonstrate a strong commitment to the college and are very positive about how leaders and managers have set a clear strategic direction for the future.

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improvement since the last inspection

11. The college has made good progress in addressing areas for improvement identified in the last inspection. Retention and pass rates have improved for learners of all ages and at all levels, although in some cases these improvements have not been as rapid as those seen nationally. The management of work-based learning is now much more effective and framework success rates are significantly above national averages. Support for literacy and numeracy needs is outstanding and strategic management is very good. Some unsatisfactory accommodation remains but plans are well developed for the new building.

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Key strengths

 high success rates on long courses and work-based learning programmes  good teaching and learning  very responsive curriculum that meets the needs of learners and the local community  highly effective strategies to widen participation  outstanding identification of, and provision for, additional learning needs  outstanding initial advice and guidance for learners  very good strategic vision and direction  strong financial management.

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The college should address:

 the progress made by learners on AS and A2 courses relative to their prior attainment  the proportion of outstanding lessons  the setting of specific and challenging targets for all learners  the rigour of quality improvement planning.

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Achievement and standards Good: Grade 2

12. Achievement and standards are good. The overall success rate for long courses was 6% above the national average in 2005/06 and increased by a further 2% in 2006/07. Pass rates are high on most courses and retention rates are slightly above national averages. Framework success rates for work-based learners have improved considerably in recent years and are now significantly above national averages. Short course success rates are similar to the national averages. The overall success rate for long courses has improved by 6% in the last three years, but this rate of improvement is not as great as that seen nationally.

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Achievement and standards Good: Grade 2

13. Pass rates in key skills improved considerably in 2006/07. However, although pass rates were high at level 1, they were low at only 41% and 24% at levels 2 and 3 respectively, in line with the low national averages. The college provides full-time courses for around 80 learners aged 14 to 16 and part-time provision for a further 450 pre-16 learners. The vast majority of these learners are successful on their chosen courses and many of them progress to other further education programmes.

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Achievement and standards Good: Grade 2

14. Many learners enter the college with prior attainment that is slightly lower than that seen nationally. They receive very effective support and the majority make good progress and are successful on their chosen courses. Very good progress is made by learners on vocational level 3 programmes and a good proportion achieve high grades. The progress made by learners on AS and A2 courses, although satisfactory, is not as good as that made by other learners. There is generally good progression for learners between levels of courses within the college and a good proportion move on to higher education.

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Achievement and standards Good: Grade 2

15. The overall success rate of learners from a minority ethnic background is similar to that of the college as a whole. The overall success rate for learners with learning difficulties and/or disabilities, and those in receipt of additional learning support, is also similar to the college average. Learners enjoy college and produce work of a good standard. They also take opportunities to make a good contribution to their community. The development of the economic well-being of learners is outstanding. The average attendance rate in 2006/07 was good at 86%. Health and safety practices are good.

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Quality of provision Good: Grade 2

16. The quality of provision is good. Teaching and learning are good and improving because of the successful implementation of a range of strategies to further reduce the proportion of weak lessons. Lessons are monitored frequently and support is targeted in the weaker areas. The college has recognised that it now needs to focus more attention on increasing the proportion of outstanding lessons.

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Quality of provision Good: Grade 2

17. Standardised lesson plans and schemes of work have been improved and implemented throughout the college. Lessons are generally planned carefully with clearly stated learning objectives. In some, however, a whole group approach is adopted and insufficient emphasis is placed on meeting the individual needs of all learners. In a number of these lessons, inspectors observed a lack of pace and challenge, especially for more able learners. Good use is made of effective questioning techniques and previous learning is reinforced at the start of most lessons. There is limited use of integrated learning technology (ILT), often because of the lack of available resources.

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Quality of provision Good: Grade 2

18. The identification of, and provision for, additional learning needs has improved since the last inspection and is now outstanding. Learning support assistants work well to ensure that supported learners gain the maximum benefit from lessons. The provision for key skills is well organised and pass rates are improving. The key skills being developed in lessons, however, are not always put into context relevant to the learners’ programmes.

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Quality of provision Good: Grade 2

19. An extensive range of continuing professional development opportunities enables staff to attend a variety of training sessions throughout the year. Many of these sessions have been arranged as a result of feedback from lesson observations. The virtual learning environment is used well to provide staff with guidance and examples of good practice. It also enables learners to access a wealth of learning and support materials for their course, both within college and from home.

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Quality of provision Good: Grade 2

20. There are strong internal verification processes for formally assessed work and marking is accurate. However, although most marking is very thorough, feedback to learners does not always guide them sufficiently on how to improve.

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Quality of provision Good: Grade 2

21. Provision to meet the needs and interests of learners is outstanding. The college offers a wide range of courses for learners and there is good progression to further courses, higher education and employment. The college provides strong leadership of local partnership arrangements for provision for 14 to 16 year old learners. The college is also very responsive to the needs of adults in its local communities, offering courses in more than 40 community venues. The college is effectively addressing key government priorities and the training needs of local employers.

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Quality of provision Good: Grade 2

22. Most full-time learners benefit from enrichment activities linked to their main courses, such as trips and residential events, and an appropriate range of cross college enrichment activities are available. However, participation on cross college activities is much lower than on course related activities. A high proportion of learners on vocational courses undertake work experience or train within realistic work environments at the college.

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Quality of provision Good: Grade 2

23. The college has highly effective strategies to widen participation, and has significantly increased the proportion of its learners taking courses at entry level, level 1 and level 2 in recent years. Provision for learners with learning difficulties and/or disabilities has increased and this provision very effectively meets the needs of these learners. The college does much work to address the needs of specific groups, such as young mothers, ensuring that they remain in education. The college’s approach to educational and social inclusion is outstanding.

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Quality of provision Good: Grade 2

24. Support and guidance for learners are good. The college provides outstanding initial advice and guidance to learners. Publicity and guidance materials are attractive and informative, and written in appropriate language and style. The college is proactive and innovative in its engagement with local secondary schools. Learners of all ages have ample opportunities to discuss their choice of course, experience taster sessions and visit the college before they enrol. Careers advice and guidance are effective and there is good progression of learners to higher education.

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Quality of provision Good: Grade 2

25. Regular group and individual tutorial sessions are timetabled for all learners. Learners speak highly of the personal attention they receive from their tutors who know them well and monitor their progress effectively. Monitoring of progress using individual learning plans has been improved with the introduction of an electronic system. Individual target-setting in some areas is underdeveloped and learners do not always understand exactly what they need to do to improve. The college has recognised this issue and staff training is planned as part of the implementation of the new electronic learning plan.

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Contributory grades:

26. Leadership and management are good. Leaders set a clear strategic vision and direction based firmly on providing for the educational and training needs of the local community. The college is taking a strong lead in the development of 14 to 19 provision within the local area and is highly successful in working with a range of organisations, including local strategic groups, employers and schools.

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Contributory grades:

27. The recently revised quality improvement cycle provides improved procedures for the monitoring of performance. Accurate and detailed data are used in regular course review meetings so that underperformance is identified and addressed. Self-assessment arrangements are comprehensive and involve all staff and many learners. Course reviews and draft curriculum self-assessment reports for 2006/07, although satisfactory, are in some cases overly descriptive. Judgements about the quality of provision, for example, are not always based on a sufficiently broad range of robust evidence. The overall college self-assessment report is broadly accurate.

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Contributory grades:

28. The college quality improvement plan is reviewed regularly at senior management meetings. However, some of the targets and actions contained within the plan are insufficiently specific and have lengthy implementation timescales with few milestones to assess progress. The use of target setting to drive forward further improvements in the college is underdeveloped.

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Contributory grades:

29. Staff are well qualified and have good opportunities to participate in professional development and training. There are clear performance management systems in place, and staff development is organised in response to individual training needs and the college’s strategic objectives. All staff have individual action plans, but the monitoring of actions and the evaluation of their impact are areas for improvement.

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Contributory grades:

30. The promotion of equality and diversity is good. The college’s response to the requirements of the Race Relations (Amendment) Act 2000 and the Special Educational Needs and Disability Act 2002 are good. Appropriate safeguarding arrangements are in place. Clear and detailed equality and diversity policies and procedures are in place, and these are being successfully implemented.

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Contributory grades:

31. Governors provide high levels of support and challenge. They bring an excellent range of expertise and are rigorous in their scrutiny of college performance. Resources are satisfactory overall. Learning resources are generally good, but some of the accommodation is dated and cramped. The college is well advanced in its plans for a new building to be completed in 2009. Financial management is strong and the college provides good value for money.

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Table 1

Success rates on mainstream level 1 qualifications, by qualification type, expected end year and age, 2005 to 2007, compared to the national rates for colleges of a similar type.

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Table 1

16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff

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Table 1

1 Long 04/05 608 75 65 10 1076 68 62 6 05/06 747 73 69 4 1098 73 65 8 06/07 570 81 * * 1074 74 * * 04/05 62 73 68 5 1 0 64 -64 GNVQs and precursors 05/06 43 91 72 19 1 100 *** ***

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Table 1

06/07 ** ** * ** ** ** *** *** NVQs 04/05 88 68 68 0 44 41 66 -25 05/06 99 69 72 -3 40 70 74 -4 06/07 90 76 * * 21 86 * * Other 04/05 458 77 64 13 1031 69 62 7 05/06 605 72 69 3 1057 73 65 8 06/07 481 81 * * 1064 72 * *

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Table 2

Success rates on mainstream level 2 qualifications, by qualification type, expected end year and age, 2005 to 2007, compared to the national rates for colleges of a similar type.

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Table 2

16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff 2 Long 04/05 804 78 61 17 1364 69 60 9 05/06 615 70 66 4 1383 73 66 7 06/07 657 73 * * 718 72 * * GCSEs 04/05 191 78 64 14 83 58 63 -5 05/06 162 70 68 2 86 70 67 3 06/07 126 71 * * 63 79 * * 04/05 97 72 67 5 4 50 75 -25 GNVQs and precursors 05/06 28 75 69 6 ** ** *** ***

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Table 2

06/07 ** ** * ** ** ** * ** NVQs 04/05 90 68 57 11 215 75 60 15 05/06 142 68 65 3 301 70 67 3 06/07 106 74 * * 263 69 * * Other 04/05 426 81 61 20 1062 68 59 9 05/06 283 70 66 4 996 74 65 9 06/07 364 70 * * 395 72 * *

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Table 3

Success rates on mainstream level 3 qualifications, by qualification type, expected end year and age, 2005 to 2007, compared to the national rates for colleges of a similar type.

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Table 3

16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff

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Table 3

3 Long 04/05 3247 75 68 7 636 69 58 11 05/06 3192 76 70 6 659 67 63 4 06/07 3093 76 * * 530 70 * * 04/05 853 92 86 6 26 62 69 -7 A/A2 Levels 05/06 787 91 87 4 45 82 72 10 06/07 816 92 * * 50 78 * * AS Levels 04/05 1739 67 66 1 83 58 52 6 05/06 1711 68 67 1 117 56 55 1 06/07 1664 69 * * 59 78 * * 04/05 167 86 61 25 13 85 54 31 GNVQs and precursors 05/06 63 90 66 24 13 92 57 35

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Table 3

06/07 ** ** * ** ** ** * ** NVQs 04/05 15 80 63 17 212 74 56 18 05/06 12 83 71 12 152 70 63 7 06/07 16 75 * * 166 73 * * Other 04/05 473 73 60 13 302 69 59 10 05/06 619 77 65 12 332 66 64 2 06/07 597 71 * * 255 65 * *

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Table 3

* The 2006/07 national rates were not released at the time of this inspection ** Qualification not offered by the college in this year ** National rate not available

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Table 4

Success rates on work-based learning programmes managed by the college 2005 to 2007.

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Table 4

Programme End Year Success Rate No, of learner s * College NVQ rate ** Nationa l NVQ rate ** College framework rate ** National framework rate ** overall 27 70 48 59 34 04/05 timely 23 61 31 43 21 overall 37 84 54 62 44 05/06 timely 38 63 34 50 27 overall 42 71 *** 67 *** Advanced Apprenticeships

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Table 4

06/07 timely 41 61 *** 59 *** overall 57 70 50 60 38 04/05 timely 62 47 29 42 22 overall 94 63 58 63 53 05/06 timely 86 40 38 40 33 overall 152 76 *** 75 *** Apprenticeships

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Table 4

* Learners who leave later than originally planned are counted in the year they actually leave. This group of learners are then added to the learners who planned to complete in a given year and did so or left earlier than planned ** College and national qualification success rates are calculated using LSC published data derived from the ‘Individual Learning Record’ *** The 2006/07 national rates were not released at the time of this inspection

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Table 4

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