Blackburn College

Audience Post-sixteen Published date January 2008 Provider reference 130736 Provider reference 130736

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Published date January 2008 Blackburn 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. Blackburn College is a large general further education (GFE) college situated in the centre of Blackburn. Blackburn College aims to be a centre of excellence for demand led education, to be the provider of choice for employers and to work with learners and stakeholders to enhance employability and social cohesion.

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Description of the provider

2. Blackburn with Darwen is a multicultural borough. Its population is over 140,000 with a minority ethnic population of 23%. The borough has high levels of deprivation and unemployment is high. At the time of the inspection, the college received additional funding from the Learning and Skills Council (LSC) for 57% of full-time 16 to 18 year olds and 63% of adult learners, who are categorised as being disadvantaged. Within a mile of the college, there is a sixth form college and three schools with sixth forms.

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Description of the provider

3. In 2006, 51.1% of year 11 school leavers in the borough obtained five or more General Certificate of Secondary Education (GCSE) passes at grades A* to C, which was much lower than the national average of 59.2%. In Blackburn 11.5 % of young people and 12.6% of those in Darwen are not in education, employment or training and a further 9% of young people are in jobs without training.

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Description of the provider

4. The college has over 11,000 students, the majority of whom are adults. Around 4,000 learners are aged 16 to 18. Some 29% of 16 to 18 year olds and 19% of adult learners are from a minority ethnic background. Most 16 to 18 students come from Blackburn and Darwen, while equal numbers of adult learners come from Lancashire and Blackburn with Darwen. Almost 900 students have a learning difficulty and/ or disability in 2006/07.

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Description of the provider

5. The college has provision in all 15 sector subject areas there is very little landbased provision and very few students on courses in retailing, customer service and transportation. The curriculum includes courses at all levels from pre-entry to degree and postgraduate degree. The college has four Centres of Vocational Excellence (CoVEs) in childhood studies, digital communications technology, textiles and fashion, and school support staff.

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Leadership and management Outstanding: Grade 1

Equality of opportunity Outstanding: Contributory Grade 1

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Effectiveness of provision Outstanding: Grade 1

6. Achievement and standards are outstanding. Overall success, retention and achievement rates increased rapidly over the last three years. Success rates including those of most work-based learners are high. GCE A level students make outstanding progress. Success rates of key skills are significantly above the national average. Success rates of advanced apprentices are improving. Learners’ attendance has improved and retention is good. Progression rates are very good and continue to increase. The standard of learners work is good; those on vocational courses develop good workplace skills.

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Effectiveness of provision Outstanding: Grade 1

7. The overall quality of provision is outstanding. Teaching and learning are outstanding. A range of highly successful actions has significantly improved the quality of teaching and learning. Lessons are well planned and matched to the needs of individual learners. Highly effective learning support assistants provide good support for learners. Much assessment feedback is detailed, very effective and developmental; however, some lack sufficient detail to help learners improve.

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Effectiveness of provision Outstanding: Grade 1

8. The college’s provision for meeting the needs and interests of learners, employers and the community is outstanding. Students benefit from a wide range of courses. The college’s approach to social inclusion is outstanding. Effective partnerships with external agencies have removed barriers to education and widened participation. Employer engagement is outstanding. Varied enrichment activities enable students from diverse backgrounds and cultures to enhance their personal development.

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Effectiveness of provision Outstanding: Grade 1

9. The college’s provision for the advice, guidance and support for learners is outstanding. Students make informed choices about their courses. Induction is good and transition from school to college well supported. There is prompt implementation of additional learning support and regular monitoring ensures it meets changing needs. The college seeks students’ opinions innovatively and uses their views well to make changes. Teachers monitor student progress effectively, but some target setting does not make expectations of progress clear. A wide range of activities supports the development and promotion of the five Every Child Matters themes.

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Effectiveness of provision Outstanding: Grade 1

10. Leadership and management are outstanding, and provide very strong strategic direction and management for the college. Governors and managers at all levels have supported a consistent drive for the high standards that have now been achieved. Curriculum management is outstanding and the management of work-based learning is good. Service areas provide excellent support. Management information is clear, accessible and timely. Quality assurance arrangements are effective. Close attention is given to the views of students and staff. Governors are highly experienced and well informed. Arrangements to eliminate discrimination and promote equality of opportunity are outstanding. Accommodation is good overall, but the college continues to improve its estate. Financial management is outstanding. The college delivers outstanding value for money.

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Capacity to improve Outstanding: Grade 1

11. The college’s capacity to improve is outstanding. The self-assessment report is accurate; the college has an accurate view of its areas for improvement. Arrangements to recruit and support students, and challenge them to make good progress are effective. Learner achievement data is accurate and accessible. Quality improvement and development planning are clearly focused and effective. Under-performing courses receive close attention. The college considers and acts on the views of stakeholders. Staff receive wide-ranging professional development focused on achieving government priorities, meeting local area needs and improving teaching and learning. The college has an impressive recent history of improving learners’ achievements. Governors monitor college academic performance carefully.

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The effectiveness of the steps taken by the college to promote

12. The college has made outstanding progress in addressing the issues raised at the last inspection. Success rates at all levels have improved, particularly for adult learners and apprentices. Students’ achievement of key skills is now above the national average. Value added measurements show that the college is among the top 5% of all LSC funded providers by this measure. The college has invested in new buildings and has significantly improved the quality of learning resources. Teachers use information and communication technology (ICT) well to enhance learning.

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Key strengths

 strong, supportive and empowering leadership and management  rigorous monitoring of performance and progress  improved and now high success rates  outstanding progress of GCE A level students  very good teaching which challenges and meets learners needs  highly effective strategies to promote inclusion and widen participation  very productive external collaboration, partnerships and employer engagement  outstanding support for students  very successful arrangements to listen to and act on student views  robust and well informed governance.

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The college should address:

 the unsatisfactory accommodation in some areas.

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Achievement and standards Outstanding: Grade 1

13. Achievement and standards are outstanding. Overall success, retention and achievement rates increased rapidly over the last three years. Success rates are high and exceed the national averages for similar colleges for all key indicators. Retention rates have also increased.

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Achievement and standards Outstanding: Grade 1

14. GCE A level students make outstanding progress. Value added measurements show that the college is among the top 5% of all LSC funded providers by this measure.

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Achievement and standards Outstanding: Grade 1

15. The college analyses success rates by gender and ethnicity. Women outperform men on long courses but the success rates of male learners have increased. Adult males outperform women on short courses. Indian and Pakistani learners continue to do well. The lowest performing group is white young people; the college has identified the success rate of this group as an area for improvement.

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Achievement and standards Outstanding: Grade 1

16. There has been an upward trend in success rates of key skills. Success rates are significantly above the national average but are still low. Success rates for apprentices and other learners on work-based learning courses such as Train to Gain and Entry to Employment (E2E) are high. Action is being taken to improve the success rates of advanced apprentices.

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Achievement and standards Outstanding: Grade 1

17. Attendance of learners on courses increased significantly over the last three years. In the current year, attendance has increased to 91%. Retention is good and in 2007, 98% of learners who started their courses remained on courses in November. The college monitors the number of learners who progress to higher level courses. Overall progression rates are very good and continue to increase.

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Achievement and standards Outstanding: Grade 1

18. The standard of learners’ work is good and many produce work of a very high standard. Apprentices and those on vocational courses develop good workplace skills. Learners are well motivated and enjoy their courses. The college celebrates learners’ achievement widely, which motivates learners to succeed. Many learners contribute to the college and the community through voluntary work, part-time employment and raising money for charity.

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Quality of provision Outstanding: Grade 1

19. The quality of teaching and learning is outstanding. A range of highly successful actions has significantly improved the quality of teaching and learning. Staff are empowered to make improvements that benefit learners and their morale is high. Managers use the results of the rigorous annual observations of teaching and learning in staff appraisal. They produce and monitor action plans to support those lecturers whose sessions are satisfactory or less to improve. The results of teaching and learning observations are analysed and used to produce a responsive programme of staff development. Lecturers also benefit from informal observations, sharing best practice and the support of teaching and learning advisers and subject coaches.

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Quality of provision Outstanding: Grade 1

20. Inspectors agreed with the college that teaching is very good, provides challenge and meets learners’ needs. Lecturers are well qualified, experienced and have current subject knowledge; many use information and learning technology (ILT) well to enhance learning. Most schemes of work and lessons are well planned, detailed and matched to the needs of individual learners. Learners are enthusiastic and work hard. They have easy access to good resources.

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Quality of provision Outstanding: Grade 1

21. Highly effective learning support assistants work closely with lecturers and provide good support for learners. Key and basic skills are an integral part of all programmes.

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Quality of provision Outstanding: Grade 1

22. The college has robust assessment and verification processes which effectively supports learners’ development. Assessment is timely, well planned and organised. Much of the feedback is detailed, very effective and developmental; however, some lack the required guidance to help learners improve.

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Quality of provision Outstanding: Grade 1

23. Parents are very well engaged in their children’s attendance and progress. The college operates a successful programme of well attended parent evenings supported by written and telephone contact with parents.

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Quality of provision Outstanding: Grade 1

24. The college’s provision for meeting the needs and interests of learners is outstanding. Students choose from a wide range of programmes at different levels, including work-based learning and provision for adults. Year 10 and 11 pupils sample subjects through short tasters or enrol on courses from entry level to level 2. Forty vulnerable school pupils successfully infill post- sixteen programmes and experience college life. The college’s approach to social inclusion is outstanding. Effective partnerships with external agencies have removed barriers to education and widened participation. There are many students from underrepresented groups.

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Quality of provision Outstanding: Grade 1

25. The college works successfully with an extensive range of local schools, training providers and other key partners who reflect the cultural, ethnic and social environment of Blackburn. The principal chairs the strategic partnership group responsible for developing coherent learning opportunities for 14 to 19 year olds in the borough. This collaboration enables and encourages effective curriculum development, student support and recruitment. Students benefit significantly from these arrangements.

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Quality of provision Outstanding: Grade 1

26. Inspectors agree with the self-assessment report that employer engagement is outstanding. The college works successfully with a wide range of employers. There is a proactive approach to meeting the needs of employers including bespoke courses well supported by the four CoVEs. Parents and employers are highly satisfied with the choice and quality of provision and the support available. Varied enrichment activities enable students from diverse backgrounds and cultures to enhance their personal development. Some employers offer particularly good enrichment opportunities.

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Quality of provision Outstanding: Grade 1

27. As at the previous inspection the college’s provision for the advice, guidance and support for learners is outstanding. Impartial advice, guidance and attractive college information enables students to make informed choices about their courses. Induction is good; students are welcomed and well informed. Transition from 14 to 16 schools to college is well supported, particularly for students with additional needs and looked after children. Parents of new students receive helpful information on student finance, personal tutorship and support. Basic skills initial and diagnostic assessment of all students, including work-based learners accurately identifies support needs. There is prompt implementation of additional learning support and regular monitoring ensures it meets changing needs. There is full integration into the mainstream curriculum of students with complex learning difficulties. They receive very good specialist support which promotes and

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Quality of provision Outstanding: Grade 1

develops independent learning skills. The college seeks students’ opinions innovatively and uses their views well to make changes.

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Quality of provision Outstanding: Grade 1

28. Subject teachers assess student progress effectively. In tutorials personal learning plans are used well to record improvements and monitor progress. It is particularly effective in work-based learning. Some target setting does not make expectations of progress clear. Inspectors agree with the college that there is highly effective development of the five themes of Every Child Matters through activities such as anti-bullying week. There are good work placement opportunities and effective advice to help students apply to higher education or employment.

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Contributory grades:

Equality of opportunity Outstanding: Grade 1

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Contributory grades:

29. Leadership and management are outstanding. The college has achieved its challenging vision of “working as a team to be outstanding”. The principal, senior managers and governors provide very strong strategic direction and management for the college, and delegate responsibility and authority appropriately. Staff at all levels feel empowered and trusted to do their jobs well and they respond admirably to the challenges they face. Service areas provide excellent support to curriculum centres. The college is highly responsive to the needs of its stakeholders and meets their needs well. Financial management is outstanding. The college delivers outstanding value for money. 30. The college responds well to government priorities and local needs. Managers review the vision and mission annually. Strategic objectives are clear, appropriate and understood by staff. College development planning is systematic and effective. Governors and managers regularly monitor the

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Contributory grades:

college’s progress and performance. The college meets its clear and challenging targets. Success rates and work-based learning achievements have risen rapidly in the three years to 2006/07 and are now high. GCE A level students make outstanding progress.

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Contributory grades:

31. Curriculum centre managers carry a high degree of authority and discharge their responsibilities well. Curriculum management is outstanding and the management of work-based learning is good. Management arrangements are clear and effective in ensuring the centres respond appropriately to college priorities. Management information is clear, accessible and timely and focused on key targets. Quality assurance arrangements are effective. They are clearly documented and understood by staff. They give strong attention to correcting underperformance and are successful in ensuring improvements take place. Close attention is given to the views of students and staff. The self-assessment report is accurate, if a little long. The college effectively shares good practice between centres.

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Contributory grades:

32. Governors are highly experienced and well informed. They contribute well to the formation of policy and decisions about the college’s strategic direction and monitor college performance, both academic and financial, carefully. They provide suitable challenge and monitor areas of underperformance closely.

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Contributory grades:

33. Arrangements to eliminate discrimination and promote equality of opportunity are outstanding. Their management and promotion are high priority. Policies and procedures are clear. Data is analysed thoroughly by gender, ethnicity and age. Appropriate targets are set and action taken to improve areas of underperformance. The college complies with the requirements of the Race Relations (Amendment) Act 2000 and the Special Educational Needs and Disability Act 2002 and has appropriate arrangements for safeguarding young people and vulnerable adults including a central register of the checks undertaken on staff.

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Contributory grades:

34. Accommodation is good overall. The accommodation strategy is ambitious and well devised. New buildings, completed on time and to budget, are innovatory in their attention to environmental sustainability and provide excellent learning environments. Some teaching takes place in buildings that are in need of renovation. Plans are well advanced to remedy this. Staff are appropriately qualified. Staff induction and appraisal are good. Professional development meets the strategic needs of the college and the needs of the individual and provides good support for quality improvement. There are effective arrangements to disseminate good practice. Learning resources overall are at least satisfactory. Some resources, for example, in specialist information technology and digital media are outstanding.

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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 1 Long 04/05 2314 61 62 -1 3206 40 61 -21 05/06 2027 72 68 4 2052 59 67 -8 06/07 1570 79 1619 75 04/05 84 56 64 -8 1 0 - GNVQs and precursors 05/06 37 76 70 6 1 100 - 06/07 NVQs 04/05 203 59 66 -7 348 65 71 -6 05/06 179 69 70 -1 299 68 72 -4 06/07 88 77 70 7 216 80 72 8 Other 04/05 2027 61 61 0 2857 37 61 -24 05/06 1811 72 67 5 1752 58 67 -9 06/07 1482 79 67 12 1403 74 67 7

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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 2366 63 61 2 2954 45 60 -15 05/06 1623 67 65 2 2501 58 66 -8 06/07 1659 75 2840 75 GCSEs 04/05 613 69 66 3 307 62 64 -2 05/06 444 69 69 0 221 76 67 9 06/07 444 79 69 10 198 69 67 2 04/05 36 58 67 -9 1 100 65 35 GNVQs and precursors 05/06 39 74 66 8 4 75 65 10 06/07 NVQs 04/05 198 65 56 9 415 57 62 -5 05/06 176 65 64 1 382 67 69 -2 06/07 163 70 64 6 398 82 69 13 Other 04/05 1519 61 59 2 2230 41 58 -17 05/06 964 67 63 4 1894 54 65 -11 06/07 1051 74 63 11 2244 74 65 9

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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 3 Long 04/05 2537 69 66 3 1944 42 57 -15 05/06 2102 69 68 1 1398 60 62 -2 06/07 1784 77 1213 73 04/05 656 91 85 6 48 85 74 11 A/A2 Levels 05/06 377 89 86 3 17 100 74 26 06/07 311 90 86 4 43 84 74 10 AS Levels 04/05 944 68 64 4 37 76 53 23 05/06 873 65 64 1 40 88 57 31 06/07 683 74 64 10 43 84 57 27 04/05 266 45 60 -15 21 33 52 -19 GNVQs and precursors 05/06 103 68 68 0 8 63 54 9 06/07 NVQs 04/05 51 80 54 26 544 43 55 -12 05/06 71 75 66 9 355 59 65 -6 06/07 59 76 66 10 393 87 65 22 Other 04/05 620 57 57 0 1281 39 57 -18 05/06 676 62 62 0 933 57 62 -5 06/07 731 73 62 11 735 65 62 3

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Table 4

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

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Table 4

Programme End Year Success Rate No, of learners * College NVQ rate ** National NVQ rate ** College framework rate ** National framework rate ** overall 61 44 48 13 34 04/05 timely 69 36 31 9 21 overall 92 55 54 41 44 05/06 timely 106 27 34 21 27 overall 76 62 41 56 Advanced Apprenticeships

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Table 4

06/07 timely 86 59 35 35 overall 137 69 50 61 38 04/05 timely 168 55 29 49 22 overall 157 78 58 73 53 05/06 timely 177 54 38 50 33 overall 188 76 75 60 Apprenticeships

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Table 4

06/07 timely 133 69 64 42 overall 81 74 04/05 timely 74 overall 140 72 05/06 timely 72 overall 63 75 Adult training (long courses) ***

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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’ *** Adult training (long courses) includes ‘Train to Gain’ provision, but not ‘Skills for Life’

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Table 5

Outcomes on Entry to Employment (E2E) programmes managed by the college 2005 to 2007

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Table 5

* These are key objectives identified for each learner following an E2E programme ** Progression is measured in terms learners’ movement to further education, education and employment, during or at the end of their training period

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Table 5

* These are key objectives identified for each learner following a JC+ programme

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Table 5

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Year Number of starts in year Achieved Objectives * Progression ** Still in learning

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Table 5

04/05 89 42% 55% 0 05/06 62 43% 63% 0 06/07 50 58% 58% 8

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