Wiltshire College

Audience Post-sixteen Published date November 2007 Provider reference 132779 Provider reference 132779

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Published date November 2007 Wiltshire 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 achievements over the period since the last inspection. This inspection focused on the following aspects:

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Scope of the inspection

 overall effectiveness of the 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. Wiltshire College was created in 2000 by the merger of two general further education colleges and a specialist land-based college. The college has three large campuses at Chippenham, Lackham and Trowbridge and local centres in most of the main towns in the surrounding area. The college’s mission is to enable their learners to succeed.

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Description of the provider

2. Wiltshire is generally an affluent county but a few areas served by the college are considerably less prosperous. The proportion of school leavers in Wiltshire with five or more GCSEs at A* to C is above the national average. Almost all schools in the area have sixth forms. The college no longer offers general certificate of education (GCE) AS or A levels to full-time students.

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Description of the provider

3. Wiltshire College offers programmes in all 15 sector subject areas (SSAs) to over 2,300 full-time learners aged 16-18, over 400 full-time adult learners and to over 4,000 part-time learners. Just over half of full-time equivalent learners aged 16-18 and around one third of adults take courses at level 3. There are almost 400 full-time equivalent higher education learners through partnership arrangements.

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Description of the provider

4. The college also holds a large contract to deliver personal and community development learning (PCDL) to over 3,000 learners. The college manages local work-based learning apprenticeships in addition to contracts with the army. In 2005/06, there were over 500 learners on apprenticeships and over 100 learners in entry to employment (E2E). The college provides education to about 100 learners aged 14-16 on a full-time basis at its main campuses and offers vocational provision, including young apprenticeships, to learners aged 14-16 who are at school. The proportion of learners from black and minority ethnic groups is higher than in the local community.

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Description of the provider

5. The college has a Beacon Award for work with the Royal Armoured Corps across the UK and Europe and Centres of Vocational Excellence (CoVE) in digital and broadcast media, plumbing and gas safety, and engineering.

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Description of the provider

6. Wiltshire College has been selected as the preferred merger partner of Salisbury College, subject to the approval of the Secretary of State.

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Leadership and management Satisfactory: Grade 3

Equality of opportunity Good: Contributory grade 2

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Effectiveness of provision Satisfactory: Grade 3

7. This is a satisfactory college with a satisfactory capacity to improve further. Achievement and standards are also satisfactory. There is strong development of personal, practical and work-related skills and high progression rates for most learners. Learners’ attendance is satisfactory. Success rates for apprentices in work-based learning are high. Success rates for learners aged 16-18 at level 3 are below national average, accounting for just over half of all learners in this age group. There is too much variation in success rates across the range of the college’s work. Target setting for students is not yet sufficiently rigorous to enable them to make good or better progress.

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Effectiveness of provision Satisfactory: Grade 3

8. The quality of provision is good. Teaching and learning are satisfactory. A significant proportion of lessons are less than good. The lesson observation process does not provide a reliable view of the quality of lessons.

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Effectiveness of provision Satisfactory: Grade 3

9. The extent to which the college meets the needs and interests of learners, employers and the local community is good. There is highly effective partnership working and employer engagement. The college’s approach to educational and social inclusion is good. The college enrichment programme, ‘Community Campus’, is outstanding and highly relevant to student needs. Guidance and support are good. Pastoral and additional learning support are highly effective.

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Effectiveness of provision Satisfactory: Grade 3

10. Leadership and management are satisfactory. The new principal, together with the governing body, has put in place a clear vision and strategic plan for the college. Equality of opportunity is well embedded and promoted. However, quality improvement strategies are as yet insufficiently effective. The self-assessment process lacks rigour and reliability. It does not currently provide a sufficient overview of the full range of the college’s work.

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Capacity to improve Satisfactory: Grade 3

11. The college’s capacity to make further improvements is satisfactory. Target setting is now systematic and in the last year all curriculum areas have set annual targets for learners’ success rates. Challenging targets for learners’ success at college level have also been set. However, quality improvement lacks consistency. The college has recently introduced well considered changes to improve quality but new systems are not yet sufficiently effective. The lesson observation process does not give a reliable view of the quality of teaching and learning. The monitoring of key processes is not sufficiently rigorous. The self-assessment report does not identify a number of areas for improvement found during the inspection and grades a number of key areas optimistically. It does not provide a sufficient overview of the range of the college’s work.

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improvement since the last inspection

12. The college has taken satisfactory steps to promote improvement since the last inspection. Overall learner success rates have now improved to around the national average but they are below average for the large numbers of learners aged 16-18 at level 3. Teaching and learning remain satisfactory in a significant proportion of lessons. The college has established good partnership links with many employers and schools. The curriculum meets the LSC’s priority targets.

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Key strengths

 good development of personal, practical and work-related skills  high success rates for apprentices in work-based learning  high progression rates for most learners  well planned curriculum meeting the needs of learners  enrichment of the students’ experience through ‘Community Campus’ provision  highly effective partnership working and employer engagement  good pastoral and additional learning support  clear vision and strategic planning  good approach to and embedding of equality and diversity.

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The college should address:

 success rates at level 3 for learners aged 16-18  the variation in success rates across the range of the college’s work  learners’ attendance  the significant proportion of lessons that remain only satisfactory  insufficiently rigorous target setting in individual learning plans  the focus and effectiveness of quality improvement  the rigour and reliability of self-assessment  sharing of good practice across the college.

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Contributory grades:

WBL Good: Grade 2 Learners aged 14-16 Good: Grade 2

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Contributory grades:

13. Learners’ achievement and standards overall are satisfactory but good in work-based learning and for learners aged 14-16. This does not reflect the more optimistic self-assessment judgement made by the college. At the time of the last inspection, success rates for most learners on long courses were above average. There was a decline in performance in 2002/03 and again in 2003/04, when success rates in significant areas of the college’s work were below average. Since then there has been strong improvement in success rates for most learners on long courses. However, this rate of improvement is set against a national average that is rising significantly.

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Contributory grades:

14. Unvalidated college data indicate that success rates for learners aged 16-18 in 2006/07 were high on level 1 courses, average at level 2 and below average at level 3. Learners at level 3 account for just over half of all learners aged 16-18. Success rates for adults were around the national average. There is too much variation in success rates across the range of the college’s work in different subject areas. Target setting is not yet sufficiently rigorous and challenging for all students to enable them to make good or better progress.

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Contributory grades:

15. Learners enjoy their studies and their attendance is satisfactory. The standard of their work is generally good. They work safely and develop valuable practical and work-related skills that equip them well for employment. Progression into employment or further study is good. Key skills success rates are improving and are well above average. As a result, learners are well equipped for their future social and economic wellbeing. Overall success rates in work-based learning are high. The proportion of apprentices who achieve their framework within the planned timescale is above average, but is still too low.

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Contributory grades:

16. The quality of provision is good overall but is satisfactory for learners in Train to Gain. The college’s self-assessment recognises these differences. Teaching and learning are satisfactory overall but good in adult and community learning. The summary of lesson observations carried out by the college during 2006/07 shows a significant proportion of lessons that are satisfactory and this has remained largely unchanged since the last inspection. Observations conducted so far in 2007/08 have yet to be moderated by the college but inspectors had insufficient confidence in the accuracy and reliability of these observations. In the majority of joint observations conducted with inspectors, college observers tended to over- grade the lessons.

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Contributory grades:

17. In the better lessons, interactive learning technology is used well to help learners understand and make progress with their studies. The college’s virtual learning environment, ‘E-study’, is readily accessible in many areas and is appropriately used by students for independent research and guided learning.

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Contributory grades:

18. Learning resources are satisfactory overall. Many staff are well qualified and experienced. Specialist equipment is generally satisfactory and in some cases, for instance in media production, it is very good. Accommodation is adequate but some classrooms are cramped and are not easily adapted for flexible use. The college has taken effective steps to improve the accommodation and specialist resources used to support students in foundation studies.

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Contributory grades:

19. The suitability and rigour of assessments are satisfactory. Assessments are timely and in most cases students receive constructive feedback in verbal and written form. Students are clear as to what they need to do to achieve. However, target setting in the individual learning plans is not yet rigorous and challenging for all students. Key skills provision is satisfactory. The college has recognised the previous weaknesses of this provision and has taken well considered and effective steps to improve it further.

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Contributory grades:

20. The identification and provision for additional learning needs are good. Teachers use initial assessment well to inform individual learning plans. The provision of additional learning support is both timely and effective. A very high proportion of those learners identified as requiring this support take advantage of it. Their success rates are at least comparable to those of their peers. Support for learners aged 14-16 is particularly strong.

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Contributory grades:

21. The extent to which the college meets the needs and interests of learners, employers and the local community is good. The college has re-modelled the curriculum for learners aged 16-18. For example, it no longer offers A levels and has introduced more one-year vocational programmes. The college is responsive to regional priorities and workforce training needs. It has good productive partnerships to support the development of 14-19 diplomas and young apprenticeships. Senior managers have worked very effectively to develop supportive links with local schools and organisations working with young people. Communication with partners is good.

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Contributory grades:

22. The college enrichment programme is outstanding and highly relevant to student needs. It is fully integrated into the college curriculum through the ‘Community Campus’ programme and addresses Every Child Matters themes exceptionally well. Staff and students are both very actively engaged in its improvement and development. It empowers students to take an active part in college life and the shaping of their own personal and academic development. The uptake is high.

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Contributory grades:

23. The college’s approach to educational and social inclusion is good. The college provides a broad range of vocational programmes, especially at levels 1 and 2, that meet the needs of learners well. In many curriculum areas there are clear progression pathways from level 1 to 4. The college offers a range of training opportunities that are not available elsewhere in the area through highly effective and innovative partnerships.

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Contributory grades:

24. Guidance and support are generally good but are satisfactory in adult and community learning. The quality and accessibility of information, advice and guidance to learners in relation to both their choice of course and career progression are good. Induction arrangements are thorough. Tutorial support for full-time students is good. For a significant minority of part-time learners it is less well structured. There is good monitoring of ‘at risk’ students who are identified at an early stage and their subsequent success rates are comparable with those of other students. Pastoral support for all students at college is good. A wide range of self-help is also offered through the ‘Community Campus’ programme in areas such as health and personal safety issues. Learners make good use of available financial, counselling, child care and transport services. The college has a very active student council with a large representation from all programmes. It has brought

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Contributory grades:

about a number of significant improvements to the college environment.

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Contributory grades:

Equality of opportunity Good: Grade 2 Work-based learning Good: Grade 2 Learners aged 14-16 Good: Grade 2

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Contributory grades:

25. Leadership and management are satisfactory. However, the college self- assessment report judged leadership and management to be good. Overall, college success rates improved in 2006/07 to around the national average but they were above average at the last inspection. Student success rates are lower than average for the high numbers of students studying at level 3. The new principal, in post for just over a year, together with the governing body, has revised the strategic direction of the college. A strong vision for improvement has been effectively shared with staff. Governors are well informed and highly committed to the college's success. College provision meets the LSC’s priority targets. Communication is good and staff appreciate the approachable and consultative style of management demonstrated by the new principal and senior managers.

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Contributory grades:

26. New actions to raise standards have been implemented over the last year. These include changes to the curriculum to ensure that it meets the needs of learners more appropriately. Entry requirements are now adhered to more consistently and support for learners at risk of leaving their courses early is strong. The number of advanced practitioners has been increased and there are opportunities for teachers to share good practice although in a minority of areas this is under-developed. The management of work-based learning and the provision for learners aged 14-16 is good.

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Contributory grades:

27. Target setting is now systematic and in the last year all curriculum areas have set annual targets for learner success rates. Challenging targets for learner success at college level have also been set. Reliable management information is now available to staff and managers through a new electronic reporting system. The equality and diversity committee has a well informed overview of the performance of particular groups of learners, such as those receiving additional learning support, or of minority ethnic heritage. However, there is no similar analysis completed at curriculum level.

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Contributory grades:

28. Equality of opportunity is good. The response of the college to the Race Relations (Amendment) Act 2000, child protection legislation and the Special Educational Needs and Disability Act 2002 is good. Staff and students are trained in all aspects of equality of opportunity. Student performance and feedback are monitored effectively. Actions are put in place to address issues identified and governors receive regular reports on progress. All staff are trained in child protection issues.

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Contributory grades:

29. However, the focus and effectiveness of quality improvement are inconsistent. The college has recently introduced well considered changes to improve quality but new systems are not yet sufficiently effective. The sharing of good practice across the college is underdeveloped. The lesson observation process does not give a reliable view of the quality of teaching and learning. Areas for improvement are not always identified effectively. The re-observation of teachers of weaker lessons is inconsistently managed. The monitoring of key processes is not sufficiently rigorous. The self- assessment report does not identify a number of areas for improvement found during the inspection and grades a number of key areas optimistically. It does not provide a sufficient overview of the range of the college’s work.

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Contributory grades:

30. Most accommodation and learning resources are satisfactory but there are some cramped and unsuitable classrooms. The college provides satisfactory 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 1 Long 04/05 1675 57 65 -8 3123 57 62 -5 05/06 06/07 69 3 2597 65 -3

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Table 1

GNVQs 04/05 and 05/06 precursors 06/07 NVQs 04/05 172 68 68 0 30 60 66 -6 05/06 166 78 72 6 27 59 74 -15 06/07 133 74 Other 04/05 1483 56 64 -8 3093 57 62 -5 05/06 1296 71 69 2 2568 62 65 -3 06/07 1799 80 2321 67

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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 1779 62 61 1 1804 62 60 2 05/06 06/07 66 -1 1652 66 -1

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Table 2

GCSEs 04/05 221 60 64 -4 308 63 63 0 05/06 171 58 68 -10 233 69 67 2 06/07 161 50 286 59

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Table 2

GNVQs and 04/05 precursors 05/06 06/07 NVQs 04/05 312 57 57 0 185 57 60 -3 05/06 222 67 65 2 272 62 67 -5 06/07 337 68 186 56 Other 04/05 1203 63 61 2 1310 63 59 4 05/06 1268 65 66 -1 1146 66 65 1 06/07 1626 73 962 71

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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 1344 58 68 -10 1096 59 58 1 05/06 1127 65 70 -5 1023 60 63 -3 06/07 1267 66 908 66 04/05 67 90 86 4 39 77 69 8 A/A2 Levels 05/06 73 79 87 -8 16 56 72 -16 06/07 AS Levels 04/05 233 55 66 -11 77 53 52 1 05/06 99 35 67 -32 76 53 55 -2 06/07 65 32 36 58 04/05 114 55 61 -6 GNVQs and precursors 05/06 77 70 66 4 06/07 NVQs 04/05 38 68 63 5 227 52 56 -4 05/06 76 45 71 -26 208 55 63 -8

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Table 3

06/07 114 64 234 63 Other 04/05 892 57 60 -3 731 61 59 2 05/06 802 68 65 3 720 62 64 -2 06/07 1059 69 630 67

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Table 3

* note to the achievement tables: qualification types with low numbers or that have been discontinued have been omitted from the table for the benefit of clarity.

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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 learners * College NVQ rate ** National NVQ rate ** College framework rate ** National framework rate ** overall 61 51 48 36 34 04/05 timely 70 47 31 31 21 overall 120 78 54 59 44 05/06 timely 124 57 34 41 27 overall 58 84 64 69 56 Advanced Apprenticeships

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Table 4

06/07 timely 86 47 41 41 35 overall 623 76 50 69 38 04/05 timely 644 34 29 29 22 overall 965 78 58 72 53 05/06 timely 889 57 38 45 33 overall 127 81 65 70 60 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’ LSC data for 2006/07 has yet to be validated

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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

LSC data for 2006/07 has yet to be validated

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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

04/05 251 172 133 0 05/06 213 132 108 2 06/07 212 133 100 72

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