Moulton College

Audience Post-sixteen Published date June 2008 Provider reference 130772 Provider reference 130772

p.1

Published date June 2008 Moulton College Inspection report

p.1

Contents

Key strengths and areas for improvement 7

p.2

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.

p.3

Grading

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

p.3

Grading

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

p.3

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:

p.3

Scope of the inspection

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

p.3

Description of the provider

1. Moulton College is situated five miles north-east of Northampton in the East Midlands. The college is designated as a specialist land-based college. Although it provides courses in most of the sector subject areas, the highest numbers of learners are taking courses in construction, planning and the built environment; agriculture, horticulture and animal care; health, public services and care; and leisure, travel and tourism. The college’s mission is to be a ‘Centre of Excellence for Education and Training for the Natural, Built and Recreational Environment by providing relevant and cost-effective vocational opportunities for everyone who will benefit from them’. The college is a Centre of Vocational Excellence (CoVE) for its construction programmes and a Quality Improvement Agency (QIA) Beacon. The college also makes provision for pupils aged 14 to 16, work- based learners and higher education students.

p.4

Description of the provider

2. Around 70% of students come from Northamptonshire. The college attracts students from nearby counties and from Milton Keynes. In 2006/07, there were 5,551 students on further education courses, of whom 3,018 were aged 19 or over. Amongst 16 to 18-year-olds, males outnumber females by 3 to 1, but amongst adults the proportions are fairly even. The percentage of students belonging to minority ethnic groups is low, at 7%, reflecting the college’s catchment area.

p.4

Leadership and management Outstanding: Grade 1

Equality of opportunity Outstanding: contributory grade 1

p.5

Effectiveness of provision Outstanding: Grade 1

3. Effectiveness of provision is outstanding. This agrees with the college’s own assessment. Achievement and standards are outstanding. Learners’ success rates are high or very high. Key skills success rates are excellent. Work-based learners’ success rates are satisfactory. Learners develop a broad range of skills to a high standard. Teaching and learning have improved since the last inspection and are now outstanding. Learners benefit from the outstanding provision which meets their needs and interests as well as those of employers. Arrangements to ensure educational and social inclusion are outstanding. The college provides outstanding care, guidance and support. The quality of additional learning support is very high. Leadership and management are outstanding. A very clear sense of direction, supported by effective quality improvement arrangements, highly effective governors, rigorous performance

p.6

Effectiveness of provision Outstanding: Grade 1

management and outstanding financial management, have contributed to raising standards and achieving outstanding value for money.

p.6

Capacity to improve Outstanding: Grade 1

4. The college demonstrates outstanding capacity to improve. Very effective quality improvement arrangements enable the college to assess the quality of its provision accurately. Actions to address concerns are timely and effective. Well qualified and experienced staff have a very strong commitment to improvement. The college has made good improvements to success rates, the quality of teaching and learning, and to leadership and management since the last inspection whilst also expanding its provision in line with LSC priorities. Resources for learning are excellent and well maintained. The college’s capacity to improve is underpinned by accurate and useful management information, strong governance and outstanding financial acumen.

p.6

improvement since the last inspection

5. The college has made good progress in building on its strengths and improving areas of concern identified at the last inspection. Retention rates of adult learners have improved significantly at level 2 but only satisfactorily at level 3. Progress in improving the timeliness of apprenticeship framework completions has been satisfactory. Very good progress has been achieved in improving the use of information learning technology (ILT) to support learning, and outstanding progress has been made in broadening the provision at level 1 and in promoting equal opportunities. Good progress has been made in ensuring effective use of differentiation strategies in teaching.

p.6

Key strengths

 very high long course success rates at level 1  high long course success rates at levels 2 and 3  very high success rates in key skills  outstanding practical teaching  wide ranging and highly inclusive provision  highly responsive and effective partnerships with employers and schools  outstanding guidance and support  inspirational leadership and very clear strategic direction  excellent governance  rigorous and very effective actions to improve equality of opportunity  very good performance management involving very effective target setting and monitoring  excellent resources to support learning  outstanding financial management.

p.7

The college should address:

 success rates in work-based learning  the variable quality of target setting to help learners to improve  the insufficient analysis of aspects of learners’ performance.

p.7

Contributory grade:

Work-based learning Satisfactory: grade 3

p.8

Contributory grade:

6. Achievement and standards are outstanding. This agrees with the college’s own assessment. Success rates at level 1 for learners on long courses are very high. The number of learners aged 16 to 18 taking courses at this level has risen significantly since the last inspection. Success rates at levels 2 and 3 for learners of all ages taking long courses are high and well above the most recent national averages. The number of learners aged 16 to 18 at these levels have also risen since the last inspection. The improvement in success rates has been fairly consistent across various types of qualification. The college is aware of relatively poor performance by learners aged 16 to 18 at level 2 in construction and by adult learners at level 3 in health and social care. Actions to address this are in hand.

p.8

Contributory grade:

7. Key skills success rates are very high. The college has a very strong commitment to key skills for full-time learners, most of whom are expected to take either key skills or basic skills subjects at appropriate levels. The number of key skill subject enrolments rose significantly in 2006/07 to over 2,000. All of the learners who took key skills were successful.

p.8

Contributory grade:

8. Success rates in work-based learning are satisfactory. Most of these learners are in construction and two-thirds are apprentices. Framework success rates for apprentices rose in the three years to 2006/07 to around the national rate. Advanced apprenticeship framework success rates fell in 2005/06 but recovered strongly in 2006/07 and are now well above the national rate. The extent to which work-based learners complete within the planned time period has improved and timely completion rates are now just above the national average.

p.8

Contributory grade:

9. In-year retention rates for the current academic year are high and attendance rates are good. The college analyses the performance of different groups of learners. Apart from by age, there are no significant variations.

p.8

Contributory grade:

10. Learners develop good personal and vocational skills and gain excellent experience of working in land-based and related industries. Most learners progress to employment or higher level courses, although the proportion progressing to higher education is low. Learners benefit from the strong emphasis placed upon safe working practices and many learners gain qualifications related to health and safety as part of a portfolio of additional qualifications which contribute to a college certificate framework. Learners clearly enjoy their studies.

p.8

Contributory grade:

11. The quality of provision is outstanding, in line with the college’s judgement. In work-based learning the quality of provision is good. Teaching and learning are outstanding. Almost all lessons are good and practical teaching, the basis for a high proportion of learning, is outstanding. Highly skilled teachers use excellent resources to create an interesting and challenging learning environment. They use a wide range of highly effective strategies and incorporate realistic work in commercial units, such as the garden centre or animal therapy unit, very effectively. Learners thrive on this approach and develop a broad range of useful skills quickly, and to a high standard. Teaching for learners with learning difficulties and/or disabilities is excellent. ILT is used well in learning, including highly productively in several cases, such as in match analysis for sports studies learners. Considerable use is made by both teachers and learners of the rapidly

p.9

Contributory grade:

developing and high quality virtual learning environment.

p.9

Contributory grade:

12. Assessment is used well to support learning, including for work-based learners. Assignments incorporate ‘real work’ tasks and are challenging. Commercial unit managers and employers contribute well to assessment, ensuring tasks and outcomes are a close match to industry requirements. Marking and feedback are mostly of high quality. Internal verification is thorough and helpful in improving assessors’ practice. Initial assessment is used well to plan teaching and learning.

p.9

Contributory grade:

13. A well established lesson observation scheme supports improving teachers’ practice as well as providing an accurate evaluation of the quality of lessons. It uses observations by external and internal teams very effectively with thorough moderation in place. The formal analysis of results was cursory in 2006/07, but has improved considerably in the current year. Clear, prompt identification and sharing of good practice works very effectively to improve teaching practice.

p.9

Contributory grade:

14. The college’s provision is outstanding in meeting the needs and interests of a broad and diverse range of learners. Close and productive collaboration with stakeholders and a high level of industry-related research, including keeping abreast of developments in technology, ensure a close match between curriculum development and the needs of the specialist areas the college serves. Provision is made across the ability range, including dedicated provision for learners with learning difficulties and/or disabilities and a range of academies to provide challenge for gifted and talented learners. Progression into higher education is available in most of the main specialist subject areas within the college. Liaison with schools is very good and includes all the secondary schools in the county. Many pupils, including primary school pupils, gain an insight into the specialist areas the college offers through taster days

p.9

Contributory grade:

and specifically designed introductory courses. 15. Key skills are well integrated into the curriculum, as is the case with promotion of equality and diversity, although some curriculum areas are more advanced in these areas than others. Wider key skills, such as team work and skills to support employability, including good timekeeping and communication skills, are well developed and help learners considerably towards achieving economic well-being.

p.9

Contributory grade:

16. Inclusion, both social and educational, is outstanding as shown through the college’s open access entry policy and its work to widen participation from under-represented groups. The college enables easy access to its courses through its satellite centres across the county, residential accommodation, flexible modes of attendance and the extensive transport networks it operates.

p.10

Contributory grade:

17. Enrichment activities, including sport, visits and study tours, have high participation rates and are a much valued aspect of college life but there are fewer activities that promote cultural awareness and creative development. Learners contribute positively in many ways to the life of the college and the community, including raising considerable amounts of money for charity.

p.10

Contributory grade:

18. The college provides outstanding care and support through a range of support staff, including for residential learners. It supports learners with a wide range of ability and from diverse social backgrounds. Learners with learning difficulties and/or disabilities are well integrated into college life and an inclusive environment is fostered by all. Personal support is given promptly and effectively by personal tutors. Specialist support is available through contacts with a wide range of external agencies. Support staff work flexibly to be available to support learners studying by a range of modes of attendance.

p.10

Contributory grade:

19. The provision of initial advice and guidance is very good and effective in helping learners make informed and appropriate choices, as shown by high retention rates on most courses. Advice on career progression is good and enhanced by ensuring that learners undertake work experience in their chosen field of interest. The quality of additional learning support is very high and valued by learners. Success rates for the large number of learners in receipt of support often exceed the rates for those who are not supported.

p.10

Contributory grade:

20. Tutorials are frequent and highly effective. Tutors are supportive and keep a close watch on progress, particularly timely and comprehensive completion of work. Tutorials contain an appropriate balance of group work based on important subjects such as health and safety education, as well as individual tutorials. The quality of target setting in these tutorials varies. Good practice exists; however, in a few curriculum areas, targets are too general and insufficiently focused on challenging learners to achieve higher levels of attainment. In work-based learning the review process is less effective, with some incomplete records and insufficient use of targets.

p.10

Contributory grades:

Equality of opportunity Outstanding: grade 1 Work-based learning Good: grade 2

p.11

Contributory grades:

21. Leadership and management are outstanding and this concurs with the college’s self-assessment. The principal provides inspirational leadership and is very well supported by the senior team. A very clear strategic direction has enabled the college to grow by providing courses which build on the college’s strengths and which complement other provision in the area. Actions to raise success rates have been particularly effective whilst also expanding provision. Issues identified at the last inspection have been successfully addressed. The arrangements for ensuring that managers at all levels contribute effectively to fulfilling the college’s mission are very good. The well developed target setting relating to enrolment, retention and achievement in the academic provision, as well as concentration upon appropriate measures to drive commercial operations, underpinned by timely and accurate management information,

p.11

Contributory grades:

ensures that managers are able to monitor and be accountable for their area of responsibility to good effect. The management of work-based learning is good. The college has identified the factors which inhibited framework completions in recent years and these are being addressed.

p.11

Contributory grades:

22. Governance is excellent. Governors make an important contribution to the development of relevant strategic objectives, using their vocational experience to good effect. They have a very good grasp of financial and educational issues, maintain productive links with the curriculum areas and conduct a thorough self-assessment of their work. Financial management is outstanding, as is value for money. All of the college’s commercial operations are self-sufficient and make a contribution to the college budget.

p.11

Contributory grades:

23. The resources to support learning are of a very high standard, reflecting best industry practice in some areas. Significant capital investment has been achieved without loss of the agricultural estate. Innovative arrangements such as a partnership with a local veterinary practice enable learners to benefit from skills and experience not normally available on a college campus. Facilities are very well maintained, providing a very welcoming and attractive environment for learners and staff. Staff are well qualified and experienced. The well established appraisal system is linked to good staff development arrangements.

p.11

Contributory grades:

24. Equality of opportunity is outstanding. The college has responded well to the requirements of the Race Relations (Amendment) Act 2000 and the Special Educational Needs and Disability Act 2002 (SENDA). It is fully compliant with requirements relating to child protection and safeguarding. The college has been particularly effective in attracting learners who have learning difficulties and/or disabilities, or for whom engaging in learning is particularly challenging. Very good progress is being made in implementing action plans and conducting impact assessments. A thorough analysis of the performance of different groups of learners is carried out. Arrangements to embed equality and diversity within the curriculum have been more effective in some subject areas than others.

p.11

Contributory grades:

25. Good arrangements for quality assurance include thorough course reviews and frequent and timely interventions by subject managers who identify issues at an early stage. The self-assessment arrangements are comprehensive, initially involving all staff and leading to a well structured process for validating judgements. The key judgements accurately reflect the college’s strengths, although inspectors did identify two areas for improvement not included in the report.

p.12

Contributory grades:

26. The analysis of aspects of learners’ performance is insufficient. The college does not record high grades achieved by learners when making its returns to the funding body. There is no systematic evaluation of the value added by the college based on a comparison of actual outcomes in relation to predicted outcomes. The rigour of analysis applied to the evaluation of the impact of additional learning support and the analysis of progression data is an area for development.

p.12

Table 1

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

p.13

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 04/05 557 98 65 33 293 88 62 26 05/06 726 100 78 22 191 92 64 28 06/07* 1300 99 338 95 GNVQs 04/05 … … … … … … … … and 05/06 … … … … … … … … precursors 06/07* … … … … NVQs 04/05 … … … … 29 93 71 22 05/06 … … … … 9 100 62 38 06/07* … … 4 100 Other 04/05 557 98 66 32 264 88 62 26 05/06 726 100 78 22 182 92 64 28 06/07* 1300 99 334 95 * college data

p.13

Table 2

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

p.13

Table 2

* college data 16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff 2 Long 04/05 593 75 68 7 1055 56 62 -6 05/06 509 78 73 5 799 68 65 3 06/07* 834 84 811 78 GCSEs 04/05 … … … … … … … … 05/06 … … … … … … … … 06/07* … … … … 04/05 142 83 73 10 91 77 … … 05/06 15 93 … … 61 56 … … GNVQs and precursors 06/07* 36 92 29 79 NVQs 04/05 21 29 … … 418 52 56 -4 05/06 11 36 … … 312 63 62 1 06/07* 3 67 215 84 Other 04/05 430 75 69 6 546 56 63 -7 05/06 483 78 75 3 426 73 66 7 06/07* 795 84 567 76

p.13

Table 3

Success rates on mainstream level 3 qualifications, by qualification type, expected end year and age, 2005 to 2007, compared with the national rates for colleges of a similar type. 16-18 19+

p.14

Table 3

Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff

p.14

Table 3

3 Long 04/05 316 81 69 12 566 62 57 5 05/06 587 83 74 9 626 54 58 -4 06/07* 699 87 550 70 04/05 … … … … … … … … 05/06 … … … … … … … … A/A2 Levels 06/07* … … … … AS Levels 04/05 … … … … … … … … 05/06 … … … … … … … … 06/07* … … … … 04/05 … … … … … … … … 05/06 … … … … … … … … GNVQs and precursors 06/07* … … … … NVQs 04/05 15 60 … … 266 52 50 2 05/06 10 0 … … 304 44 46 -2 06/07* 9 44 265 52 Other 04/05 301 82 68 14 300 70 59 11 05/06 577 85 73 12 322 65 61 4 06/07* 690 88 285 87 * college data

p.14

Table 4

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

p.15

a) Overall success rate

End Year Apprenticeship Programme Number of Learners* College Framework rate ** National rate ** College NVQ rate ** National rate ** 2004/05 Apprenticeship 242 44 39 52 51 Advanced 25 40 34 56 48 2005/06 Apprenticeship 291 50 52 54 58 Advanced 76 36 44 43 53 2006/07 Apprenticeship 276 58 61 59 65 Advanced 87 69 58 74 64 * 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’

p.15

b) Timely success rate

End Year Apprenticeship Programme Number of Learners * College Framework rate ** National rate ** College NVQ rate ** National rate ** 2004/05 Apprenticeship 339 29 22 32 29 Advanced 33 24 22 36 31 2005/06 Apprenticeship 214 38 34 42 38 Advanced 98 22 27 27 34 2006/07 Apprenticeship 248 47 44 48 47 Advanced 70 46 37 47 43 * The number of learners who planned to complete their learning programme in the given year ** College and national qualification success rates are calculated using LSC published data derived from the ‘Individual Learning Record’

p.15

b) Timely success rate

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.

p.15