Weston College

Audience Post-sixteen Published date March 2008 Provider reference 130564 Provider reference 130564

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Published date March 2008 Weston 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. Weston College is a large general further education college located in Weston- super-Mare in the unitary authority of North Somerset. The town has a population of 71,758. Although North Somerset is a generally prosperous area, key wards served by the college are in the top 10% of most deprived areas in England. Many employment opportunities in the area are seasonal and there is consequently a significant transient population. The town has the highest concentration of drug rehabilitation units in the country.

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Description of the provider

2. The town and surrounding area is served by four non-selective 11-16 schools located in Weston-super-Mare and six 11-18 schools and two community special schools in North Somerset. The proportion of young people in North Somerset achieving 5 or more GCSEs grades A*-C in 2007 was just below the England average but attainment of young people in Weston-super-Mare schools is well below average. The participation of young people in education or training at age 17 is at the national average. Only 5% of 16-18 year olds in North Somerset are not in education, employment or training which is below the national average of 8%.

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Description of the provider

3. The college offers provision in all 15 sector subject areas as well as higher education programmes. The number of full-time equivalent learners in 2005/06 was 4,087. Of these, 54% were aged 19 and over. Over 18,000 learners are on roll and account for 37,000 enrolments. Of those on roll, 61% are female. Almost 96% of learners are white but the proportion of learners at the college from minority ethnic backgrounds is higher than the local population level of 1.4%. Most learners come from North Somerset but the college also attracts learners from the surrounding local authority areas. For learners aged 16-18, 50% study at level 3, 30% at level 2 and 20% at level 1. For adults, the proportion is 42% at level 1, 35% at level 2 and 23% at level 3. Courses are provided for over 400 pupils aged 14-16 from local schools in 10 subject areas. In 2006/07, there were 198 learners aged 16-18 and 59 adults in 6 sector areas

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Description of the provider

following work-based learning programmes. Some 230 learners follow Train to Gain programmes and 16 young people are catered for through Education to Employment programmes. There were 1,978 adult and community learning enrolments in 2006/07.

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Description of the provider

4. The college operates from two main sites, Knightstone Campus near the town centre and a newly constructed University Campus. Provision is also offered from a smaller centre at Nailsea, a Multi-Skills Centre, three information and communication (ICT) centres and 23 community based venues. The mission statement of the college is ‘Quality learning for future success’.

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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. Achievement and standards are good. Success rates have improved since the last inspection and are above average for the majority of the college’s provision, although the rate of improvement was lower than average until 2006/07. Success rates for work-based learning and key skills have also improved and are above the national average. Attendance rates are high and most students produce work of a good standard.

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Effectiveness of provision Good: Grade 2

6. Teaching and learning are good. Teachers use a broad range of activities to motivate learners but the extent to which teachers check that learning is taking place is more variable. Informal sharing of good practice between teachers is well established but formal mechanisms are less well developed. Procedures for observing lessons are well established but feedback focuses more on teaching than learning and there is insufficient cross-college analysis of the outcomes of observations. Additional learning support is very effective and assessment meets awarding body requirements.

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Effectiveness of provision Good: Grade 2

7. The college’s response to the needs and interests of learners, employers and the community is outstanding as is the promotion of social and educational inclusion. The curriculum is rich and varied. Partnership working with employers and schools is strong and the programmes offered complement the achievement of pupils in the area well. The college is very good at engaging underachieving and hard to reach groups. Progression rates from level 1 to higher level programmes are high. A broad enrichment programme is available and take up is good. Learners are encouraged well to make a positive contribution to the life of the college and the local community.

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Effectiveness of provision Good: Grade 2

8. Guidance and support are outstanding. Initial advice and guidance procedures are thorough. Additional learning needs are identified promptly and almost all learners take up the support provided. Tutorial arrangements are excellent and are used well to set challenging targets and monitor learners’ progress. Actions to improve retention rates are having an impact. Careers advice and guidance are good although the quality of advice for those wishing to gain employment is more variable.

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Effectiveness of provision Good: Grade 2

9. Leadership and management are good. Strategic planning is very effective and the principal, senior managers and governors set a clear direction for the college. Success rates have improved and are mostly good. Links with employers, schools and other partners are excellent. Governance and financial management are good. Course reviews are rigorous and self-assessment is generally accurate in identifying strengths and areas for improvement. Lesson observation procedures are not sufficiently rigorous to drive up standards further. The college provides a safe and welcoming environment for learners and equality of opportunity is good.

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Capacity to improve Good: Grade 2

10. The college’s capacity to make further improvements is good. The college has a good track record of achieving improvement and aspects of provision are already outstanding. Progress in addressing areas for improvement from the last inspection has been good although the college did not raise learners’ retention rates successfully until 2006/07. College plans for development are realistic, well communicated and supported by staff. Self-assessment is comprehensive and accurately identifies strengths and areas for improvement, although the college’s overview of the quality of teaching and learning is not sufficiently secure. Lesson observation and subsequent action planning are not yet sufficiently rigorous and systematic to support the college’s ambition of providing outstanding teaching and learning.

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improvement since the last inspection

11. Progress since the last inspection has been good. The college has successfully addressed almost all areas for development from the last inspection. The quality of accommodation and resources is much improved and teachers make better use of ICT during lessons. Retention rates are improving but continue to be low at level 1. The achievement of work-based learning frameworks is now good. Additional learning support for learners is now excellent and targets are used well to help learners achieve. Course reviews have improved considerably and are rigorous. Construction was re-inspected in 2007 and judged good.

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Key strengths

 strong leadership and effective strategic planning  excellent partnership working  outstanding educational and social inclusion  rich and varied curriculum meeting learner, employer and community needs  outstanding arrangements to support learners  good teaching and learning.

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The college should address:

 retention rates, particularly at level 1  the use of lesson observation procedures to drive up the standards further.

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Achievement and standards Good: Grade 2

12. As identified by the college in its self-assessment, achievement and standards are good. Success rates have improved for both young people and adults enrolled on long courses since the last inspection, although the rate of improvement was slower than the national rate of improvement for similar colleges until 2006/07. Success rates are good for young people at levels 2 and 3 and for adults at levels 1 and 3. These groups constitute the majority of learners at the college. Following significant improvement in 2006/07, success rates for 16-18 year olds at level 1 are just above the 2005/06 national average. For adults, rates are also just above the 2005/06 average at level 2. Young people aged 14-16 achieve well and progress to further study at 16 with over 70% choosing to remain at the college. The progress young people make relative to their attainment at enrolment is satisfactory overall. Achievement on

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Achievement and standards Good: Grade 2

work-based learning programmes has improved significantly since the last inspection and is well above the national average. Success rates on short courses are high and, taking all courses into consideration, the overall college success rate is above the national rate for general further education colleges.

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Achievement and standards Good: Grade 2

13. Success rates for both young people and adults enrolled on GCE AS and A level courses are above the 2005/06 national average for further education colleges and the proportions of young people achieving high grades are also above average. Large numbers of young people follow other qualification types and success rates were good in 2006/07. For adults, success rates for these courses have improved significantly and are satisfactory. National vocational qualifications (NVQs) are followed by many adults and success rates are satisfactory at level 2 and good at level 3. Most young people undertaking NVQs follow programmes at level 2 and success rates are good.

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Achievement and standards Good: Grade 2

14. Pass rates for long courses have been consistently high at all levels and for all age groups since the last inspection. Retention rates have been more variable, reflecting partly the college’s work with transient and hard to reach groups. Whilst retention rates have improved at all levels for 16-18 year olds and were just above the 2005/06 national average at levels 2 and 3 in 2006/07, they continued to be below average at level 1. Retention rates for adults at levels 2 and 3 also improved over the same period and are at the 2005/06 national average. At level 1, however, rates declined and were very low for adults.

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Achievement and standards Good: Grade 2

15. Attendance rates are high and standards of behaviour are good. Learners enjoy their time at college and mostly produce work of a good standard. Progression rates to higher level courses or training are very good and progression to higher education is satisfactory but improving.

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Quality of provision Good: Grade 2

16. Quality of provision is good. Teaching and learning are good although the college had overestimated the quality of teaching and learning in its self- assessment. A broad range of teaching activities motivate learners and support learning well. The extent to which learning is effectively checked by teachers during lessons is, however, variable but generally at least satisfactory. Teachers foster good working relationships with their learners and provide considerable support outside lessons. Teachers are well motivated and informal sharing of good practice within curriculum teams is well established. Formal mechanisms to disseminate good practice across the college are less well developed although targeted activities to raise standards are effective. A recent initiative to improve key skills, for example, has had a significant impact on the teaching of these programmes in most areas of the college.

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Quality of provision Good: Grade 2

17. The college has well established procedures for observing lessons although grading and feedback on strengths and areas for improvement are not consistent across the college. Feedback focuses more on teaching than learning and the extent to which timely and specific actions for improvement are identified and recorded is variable and often insufficiently detailed. There is insufficient cross-college analysis and use of information gained through observation to provide a clear overview of the quality of teaching and learning across the college.

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Quality of provision Good: Grade 2

18. Accommodation and resources for teaching and learning are good overall and very good at the newly opened University Campus. Although the college is well stocked with information learning technology (ILT) equipment, learners in some areas have insufficient access to computers during lesson time. Staff training and development in the use of ILT has been effective in extending the use of ILT in lessons. The use of computer-based resources to support independent learning is at an early stage of development.

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Quality of provision Good: Grade 2

19. Assessment and verification practice meets awarding body standards. Assessment practice is good on vocational courses and students are confident that they understand how to meet assessment criteria. Written assessment feedback is not always sufficiently comprehensive on academic courses. Regular target-setting motivates and challenges students, although targets are not always specific, measurable and time-bound. Students with identified additional learning support needs are supported well through differentiated classroom activities. The use of extension activities to stretch and challenge more able students is less well developed.

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Quality of provision Good: Grade 2

20. The college correctly concludes in its self-assessment that its response to the needs and interests of learners and employers is outstanding. The curriculum is rich and varied and the college plays a key role locally in leading developments and in meeting the needs of learners, employers and community groups. A high profile in the community is maintained by a strong presence on key planning and other groups in North Somerset. The college responds very well to government initiatives and employer needs. It has, for example, secured recent growth in learner numbers on the Train to Gain and other initiatives to engage employers. In developing new provision, the college takes well managed risks and is very good at engaging underachieving and hard to reach groups who are under represented in further education. The college’s promotion of social and educational inclusion is outstanding. Progression rates from level 1 to higher

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Quality of provision Good: Grade 2

level programmes are high. Partnership working with local schools is strong and the range of courses offered complements the achievement of pupils in the area very well.

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Quality of provision Good: Grade 2

21. A broad enrichment programme is available for all learners with a high take-up rate. However, learners based at the new University Campus sometimes have difficulty in travelling to participate in sports activities. Regular learner surveys are used well to improve opportunities and inform curriculum developments. Good use is made of opportunities for learners to express their views through the Students’ Union and learner representation on the governing body. Learners are encouraged well to make a positive contribution to the life of the college and the local community. A student ambassador scheme and a mentoring scheme are helping raise educational aspirations in the area.

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Quality of provision Good: Grade 2

22. Guidance and support are outstanding for both full-time and part-time learners. These contribute well to learners achieving economic wellbeing. Initial advice and guidance procedures are well established and induction arrangements help learners settle into college life quickly. Additional learning support is very effective. Additional learning needs are identified promptly, take-up rates for offered support are high and support has a significant impact on success rates.

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Quality of provision Good: Grade 2

23. Tutorial arrangements are excellent. Tutors and teachers give freely of their time and provide outstanding support. Tutorials are used well to set and monitor challenging targets for individual learners and action plans are effective in raising achievement. Professional advice on welfare, health and social issues is readily available and the college makes a good contribution to helping learners stay healthy. Learners appreciate and are supported well by the firm implementation of clear policies on racism, sexism and bullying/harassment which contribute well to promoting a safe environment for learning.

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Quality of provision Good: Grade 2

24. Arrangements for monitoring attendance and following up absences are good and are resulting in improved retention rates for most groups of learners. The college recognises the need to improve retention rates further and actions are having an impact. College data comparing retention at the time of the inspection with the same time the previous year suggest significant improvement across all areas of learning.

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Quality of provision Good: Grade 2

25. Careers advice and guidance are good and learners receive sound advice on applying for higher education. The timeliness and consistency of advice for students wanting to apply for employment are more variable.

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Contributory grade:

Equality of opportunity Good: Contributory Grade 2

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Contributory grade:

26. Leadership and management are good. The principal, with the support of senior managers and governors, has set an ambitious and dynamic vision for the strategic development of the college that has been shared very effectively with staff. Communication is outstanding and staff value the open and consultative management style that has been established. Governors are well informed and highly committed to the college's success. Excellent links with employers, schools and other partners have been developed to meet the needs of learners and the community.

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Contributory grade:

27. Although success rates on long courses have not risen in line with the national averages since the last inspection, there was a significant improvement in 2006/07 due to strong management action to improve student retention. Long course success rates were above the national average in the majority of the college’s provision in 2006/07.

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Contributory grade:

28. Course reviews have improved since the last inspection and are now rigorous and form part of a self-assessment process that is comprehensive and generally accurate in its identification of strengths and areas for improvement. The self- assessment report did not, however, identify a key area for improvement found during the inspection relating to lesson observation. The college is clearly focused on the continuing improvement of teaching and learning and uses performance data well to monitor students’ progress. In joint observations conducted with inspectors, college observers were accurate in their identification of strengths and areas for improvement. However, the lesson observation process and subsequent action planning procedures for improvement are not yet rigorous and systematic enough to support the college’s ambitions for outstanding teaching and learning for its students. Comprehensive support for new teachers builds on rigorous recruitment

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Contributory grade:

procedures. Teachers are appropriately qualified and the college offers good staff training and development opportunities.

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Contributory grade:

29. The college promotes equality of opportunity well. The response of the college to its statutory duties is good as the college moves towards a single equality scheme. Staff and students are trained in all aspects of equality of opportunity. The performance of different groups of learners is monitored effectively and governors receive regular reports on progress. The college provides a safe, welcoming and attractive environment for learning. All staff are trained in child protection procedures. Equality and diversity are well embedded into the curriculum. However, the monitoring of equality of opportunity in the workplace for learners on Train to Gain is not yet sufficiently formalised or systematic.

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Contributory grade:

30. The college’s accommodation strategy is being implemented effectively and accommodation and resources are good. Financial management is good and the college has achieved its funding allocation for the last three years. 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 1 Long 04/05 837 59 65 -6 4474 63 62 1 05/06 683 61 69 -8 2334 65 65 0 06/07 485 72 - - 1965 73 - - 04/05 22 82 68 14 1 100 64 36 GNVQs and precursors 05/06 13 69 72 -3 - - - - 06/07 - - - - - - - - NVQs 04/05 147 63 68 -5 104 65 66 -1 05/06 159 65 72 -7 115 69 74 -5 06/07 94 74 - - 42 69 - - Other 04/05 668 57 64 -7 4,369 62 62 0 05/06 511 60 69 -9 2,219 65 65 0 06/07 394 71 - - 1,923 73 - -

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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 1,045 67 61 6 2,391 59 60 -1 05/06 951 65 66 -1 1,666 62 66 -4 06/07 807 73 - - 1,871 68 - - GCSEs 04/05 311 64 64 0 186 63 63 0 05/06 352 69 68 1 189 70 67 3 06/07 176 64 - - 129 71 - - 04/05 - - - - - - - - GNVQs and precursors 05/06 - - - - - - - - 06/07 30 70 - - 15 73 - - NVQs 04/05 181 49 57 -8 399 56 60 -4 05/06 137 70 65 5 227 54 67 -13 06/07 162 72 - - 362 69 - - Other 04/05 553 75 61 14 1,806 60 59 1 05/06 462 61 66 -5 1,250 63 65 -2 06/07 439 77 - - 1,401 67 - -

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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 1,452 71 68 3 1,099 57 58 -1 05/06 1,396 73 70 3 993 56 63 -7 06/07 1,634 76 - - 1,121 68 - - 04/05 222 90 86 4 51 53 69 -16 A/A2 Levels 05/06 261 95 87 8 51 61 72 -11 06/07 245 93 - - 38 74 - - AS Levels 04/05 622 66 66 0 141 45 52 -7 05/06 573 68 67 1 153 52 55 -3 06/07 779 73 - - 122 64 - - 04/05 20 90 61 29 9 78 54 24 GNVQs and precursors 05/06 9 89 66 23 4 50 57 -7 06/07 - - - - - - - - NVQs 04/05 31 81 63 18 291 55 56 -1 05/06 17 82 71 11 244 60 63 -3 06/07 31 58 - - 296 76 - - Other 04/05 553 69 60 9 607 60 59 1 05/06 530 67 65 2 541 56 64 -8 06/07 579 73 - - 621 64 - -

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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 18 61% 48% 50% 34% 04/05 timely 18 44% 31% 33% 21% overall 21 86% 54% 76% 44% 05/06 timely 19 79% 34% 74% 27% overall 22 68% 54% 68% 44% Advanced Apprenticeships

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Table 4

06/07 timely 26 58% 34% 54% 27% overall 67 54% 50% 37% 38% 04/05 timely 61 38% 29% 25% 22% overall 75 56% 58% 49% 53% 05/06 timely 84 40% 38% 35% 33% overall 90 65% 58% 65% 53% 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’

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Table 4

06/07 national benchmarking data not available for apprenticeships/advanced apprenticeships at time of inspection.

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Table 4

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.

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