Nelson and Colne College

Audience Post-sixteen Published date June 2008 Provider reference 130738 Provider reference 130738

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Published date June 2008 Nelson and Colne 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. Nelson and Colne College is a tertiary college. The college's two main centres are based at Nelson and at Colne. Students at the college are drawn principally from the Pendle district, but also from Burnley, East Lancashire and a small number from Yorkshire. The college is consolidating its mainstream provision onto a single site in Nelson, with a new building and the refurbishment of existing accommodation. Work is due for completion in August 2008. The college offers academic and vocational provision in 12 of the 15 sector subject areas. The curriculum offer has been extended and ranges from pre-foundation courses to a small number of higher education (HE) qualification courses. General certificate of education advanced level courses (GCE A and AS levels) are available in 32 subjects and vocational courses in 13 areas, with apprenticeships available in eight occupational areas. The college recruits a

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Description of the provider

substantial number of Key Stage 4 school pupils onto its vocational provision. In 2007, the college was part of the Burnley and Pendle Consortium which made a successful gateway bid to deliver the 14-19 diploma in media.

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Description of the provider

2. The borough of Pendle is composed of industrial towns, small villages and open countryside. The total population is approximately 89,000. There is high deprivation in seven of the Pendle wards. The percentage of adults living in Pendle who have no educational qualifications is 36% compared with 29% nationally. General certificate of secondary education (GCSE) attainment varies between schools but is, overall, considerably lower than the national average. Some 43% of school pupils leaving Key Stage 4 gained five or more A* to C passes in 2007. The large majority of full-time enrolments comprises of students aged 16-18, with adults accounting for over 90% of part-time enrolments. Some 33% of full-time students are from minority ethnic backgrounds compared with 15% in the local population. Some 52% of full- time 16-19 year old students come from disadvantaged communities. Between 2003 and 2007 enrolments increased by 45%. The number of full-time students

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Description of the provider

increased by 30% in the three years up to 2006/07.

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Description of the provider

3. The college aims, through partnership working, to deliver the highest standards of teaching and learning, offer outstanding and relevant provision to young people, adults and employers, value and support its students so they achieve their full potential and be proactive in removing barriers to learning and progression.

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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

4. The overall effectiveness of the provision is outstanding. Achievement and standards are good. The overall long course success rate is high and is increasing in line with the national average. The success rate for students aged 16-18 is high and for adults it is consistently above average. A high proportion of apprentices achieve the full framework, often in the planned period. GCE A level success rates are high; AS success rates are satisfactory. The progress made by A level students is good, for AS students it is satisfactory. Students produce work of high quality.

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Effectiveness of provision Outstanding: Grade 1

5. The quality of teaching and learning is outstanding. Assessment is well planned and marking is thorough and helpful. The internal lesson observation system is rigorous and carefully moderated and helps improve the teaching and learning. Staff development is well focused on college priorities.

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Effectiveness of provision Outstanding: Grade 1

6. The college’s approach to educational and social inclusion is outstanding. The provision meets the diverse needs of its students very well. The range of courses is wide and provides good opportunities for progression. The promotion of equality and diversity and the guidance and support provided for students are outstanding. The college has extensive links with its partners and uses these well to develop its wide ranging Skills for Life work and its substantial work with schools. Work with employers is growing.

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Effectiveness of provision Outstanding: Grade 1

7. Leadership and management are outstanding. Strategic leadership is strong. Governors monitor college performance closely and provide a suitable degree of challenge to senior managers. Management information is accurate and readily available to staff. Quality assurance arrangements are rigorously applied and lead to improvement. The quality assurance of a few aspects of student support is still developing. The college’s financial position is strong and the college provides outstanding value for money.

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Capacity to improve Outstanding: Grade 1

8. The college has an outstanding capacity to improve. The self-assessment report is accurate and useful to the college. Its judgements are clear and supported by a wide range of evidence. Quality improvement plans are comprehensive, their implementation is carefully monitored and they lead to improvement. Management information is accurate. Professional development gives all staff excellent support. The college has a good record of maintaining high standards.

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improvement since the last inspection

9. The college has made outstanding progress since the last inspection. The high quality of the provision has been maintained and most of the areas for improvement have been fully addressed. The financial position is now strong. A major new build is nearly completed. Links with employers have been strengthened. The use of information and learning technology (ILT) has improved, although its use needs embedding across the college.

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Key strengths

 high success rates  the good progress made by students on GCE A level programmes  outstanding teaching and learning  highly effective personal and academic support for students  strong strategic leadership  rigorous quality assurance procedures  the excellent promotion of equality and diversity  the well focused professional development programme  outstanding educational and social inclusion.

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The college should address:

 the progress made by GCE AS students and their overall success rate, which are currently satisfactory  the need to continue to develop the use of ILT.

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Achievement and standards Good: Grade 2

10. Achievement and standards are good. The overall long course success rate is high and is increasing in line with the national average. In 2006, the rate placed the college in the top decile of general further education (GFE)/tertiary colleges and third highest among GFE/tertiary colleges which recruit extensively from similar areas of high deprivation.

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Achievement and standards Good: Grade 2

11. The long course success rate for students aged 16-18 is high; consistently well above the top quartile position of GFE/tertiary colleges. The success rates at levels 1, 2 and 3 separately are frequently well above the top quartile rates and all were above this rate in 2007. Retention rates in 2007 were slightly above average and pass rates were high, at or above 90% at all three levels. Key skills success rates are high. A high proportion of apprentices achieve the full framework, many within the planned period.

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Achievement and standards Good: Grade 2

12. The success rate on GCE A levels is high. It has been above 90% in three of the four years to 2007. In 2006, the rate dipped slightly below 90%. These rates are consistently above the national average for GFE/tertiary colleges. The GCE AS level success rate is satisfactory. The progress made by students on GCE A levels compared with their attainment at Key Stage 4 is good; on GCE AS levels they make satisfactory progress.

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Achievement and standards Good: Grade 2

13. The long course success rate for adult students is consistently well above average. It was at the top quartile position for GFE/tertiary colleges in both 2006 and 2007. In 2007, the rates were close to the top quartile rates at levels 1 and 2 and above average at level 3. Retention rates in 2007 were slightly above average at levels 1 and 2 but below average at level 3. Pass rates in this year were high, above 90% at all three levels.

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Achievement and standards Good: Grade 2

14. Many learners make outstanding progress; for example, one young person originally recruited at entry level is now studying mathematics at university; another recruited at this level is presently studying at advanced level.

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Quality of provision Outstanding: Grade 1

15. The quality of teaching and learning has continued to improve since the last inspection and is outstanding. The college has an accurate and detailed view of the many strengths and the few areas for development in teaching and learning which has contributed effectively to the improvements in students’ achievement.

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Quality of provision Outstanding: Grade 1

16. A rigorous internal observation system judges that around 80% of lessons are good or better. Feedback to teachers is comprehensive and individual development needs are noted and methods of sharing good practice are clearly identified. The system helps implement the college’s developmental priorities in teaching and learning by focusing on these during observations. An effective moderation system is in place. Staff development is comprehensive and a recent ‘Ready Steady Teach’ day very successfully encouraged staff to share good practice throughout the college.

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Quality of provision Outstanding: Grade 1

17. Lessons are planned thoroughly and prioritise students’ learning. Teachers engage and motivate students to have ambitious yet realistic aspirations. Starter activities are well thought out and students quickly focus on the lessons’ tasks. Teachers use questioning effectively to check on learning and probe students’ knowledge and understanding. Students respond well to the very good range of learning activities and contribute enthusiastically to class discussions. They produce work of high quality. Teachers support in and out of lessons is outstanding.

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Quality of provision Outstanding: Grade 1

18. The use of ILT to support learning is correctly identified as a college priority. Its use in lessons has improved since the last inspection but is still in the process of development. Intranet resources are currently being transferred to a more structured virtual learning environment (VLE).

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Quality of provision Outstanding: Grade 1

19. Assessment is well planned. Marking is thorough; students know how well they are doing and what they need to do to improve. Assessment cover sheets give students a very detailed analysis of the quality of their work. Spelling and grammar are given appropriate attention. Students’ progress is closely monitored.

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Quality of provision Outstanding: Grade 1

20. The college’s approach to social and educational inclusion is outstanding. The provision is outstanding in the way it meets the diverse needs of its learners, the community and employers. There is a wide range of vocational and academic courses, providing excellent opportunities for progression from entry level to level 3. At entry level, for example, there are four courses which are well matched to the needs of students with different types of disability and/or learning difficulty. Academic provision is extensive and recruits a significant proportion of the college’s students aged 16-18. The college is working to increase the range of courses it offers at level 4 which is currently limited. Students benefit from a wide range of enrichment activity.

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Quality of provision Outstanding: Grade 1

21. Vocational provision for school pupils has grown and is substantial. Skills for Life provision is extensive. The college works with a wide range of partners including community networks and centres, schools, social services and the primary care trust to promote and deliver this work. It has strong links with the Muslim community. The volume of work undertaken for employers is highly regarded and is growing, but is currently relatively small. The apprenticeship programme is highly successful.

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Quality of provision Outstanding: Grade 1

22. Guidance and support are outstanding. Pre-enrolment advice and guidance are of a high quality. Induction enables students to settle quickly. Prompt and thorough procedures are in place to assess and meet the diverse range of learning and personal needs of students. Students’ value the inclusive nature of the support offered and the sensitive way in which it is organised and delivered. Students who receive additional support achieve well. 23. ‘Progress mentors’ were introduced in September 2007 and early reviews indicate they have helped improve in-year retention substantially. Students value the support they provide. They monitor closely students’ attendance and performance. Students who are at risk of dropping out of college or underachieving are quickly identified and intervention strategies put in place. Where appropriate, parents are kept informed. The themes of Every Child Matters are covered in group tutorials. Advice and guidance for students

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Quality of provision Outstanding: Grade 1

wishing to progress to higher education are excellent. The college has an extensive range of links with local community groups and external agencies to support students.

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Contributory grades:

Equality of opportunity Outstanding: Grade 1

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Contributory grades:

24. Leadership and management are outstanding. They provide a clear vision for the college. The strategic direction is developed in conjunction with staff and is reflected in divisional and service area development plans. Targets are set at all levels, progress towards meeting them is closely monitored, and they are challenging and are largely achieved. The high quality of the provision identified at the last inspection has been maintained and the areas for improvement successfully addressed. The financial position is much improved and the college is now in a strong financial position. Student numbers have increased markedly in recent years. A major new building is shortly to be completed. Links with industry have been strengthened. Management information is accurate and readily available to staff. The college provides outstanding value for money.

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Contributory grades:

25. Governance is excellent. Governors monitor college performance closely and provide a suitable degree of challenge to senior managers. They are appropriately involved in the development of the college’s strategic plan and monitor its implementation carefully. Links with a wide range of external partners are well developed and productive. Arrangements to appraise and develop staff are strong.

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Contributory grades:

26. Quality assurance arrangements are clear and comprehensive. They are rigorously applied and lead to improvement. The judgements in the self- assessment report are supported by a wide range of evidence, moderated carefully and are largely accurate. The quality of teaching is monitored closely. Internal inspections of aspects of provision are conducted regularly. Quality improvement plans address areas for improvement; their implementation is carefully monitored. The college has a consistent record of high student achievement in most aspects of its provision. A few aspects of the quality assurance of student support, for example, the observation of tutorials and the monitoring of students’ progress, are undergoing redevelopment.

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Contributory grades:

27. The college is socially and educationally inclusive. The promotion of equality and diversity is outstanding. The college provides a harmonious yet challenging learning environment for its diverse student population. Students, regardless of ethnicity or background, achieve high success rates. Equality and diversity are promoted through, for example, tutorial activities and whole college events such as a recent inter-faith exhibition which considered the views of Muslims, Christians and those of a secular background. The college meets the requirements of the Race Relations (Amendment) Act 2000 and the Special Educational Needs and Disability Act (SENDA) 2002. Its response to recent legislation on child protection has been good.

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Table 1

Success rates on mainstream level 1 qualifications, by qualification type, expected end year and age, 2004 to 2007, compared with 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 03/04 668 79 59 20 1,637 71 59 12 04/05 751 75 62 13 937 68 61 7 05/06 321 68 68 0 813 77 67 10 06/07* 495 82 N/A 824 76 N/A 03/04 21 76 63 13 ** GNVQs and 04/05 29 52 64 -12 ** precursors 05/06 20 55 70 -15 ** 06/07* ** N/A ** N/A NVQs 03/04 87 59 61 -2 27 78 66 12 04/05 56 66 66 0 59 69 71 -2 05/06 79 75 70 5 54 70 72 -2 06/07* 93 78 N/A 47 60 N/A Other 03/04 560 82 59 23 1,610 71 59 12 04/05 666 77 61 16 877 68 61 7 05/06 222 66 67 -1 759 77 67 10 06/07* 402 83 N/A 777 77 N/A * college data ** numbers too low to present meaningful success rates

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Table 2

Success rates on mainstream level 2 qualifications, by qualification type, expected end year and age, 2004 to 2007, compared with the national rates for colleges of a similar type.

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Table 2

* college data ** numbers too low to present meaningful success rates 16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff 2 Long 03/04 612 72 56 16 618 66 54 12 04/05 547 67 61 6 642 60 60 0 05/06 946 73 65 8 485 65 66 -1 06/07* 989 80 N/A 434 75 N/A GCSEs 03/04 270 72 64 8 73 68 58 10 04/05 287 61 66 -5 70 66 64 2 05/06 650 69 69 0 140 64 67 -3 06/07* 602 80 N/A 64 70 N/A 03/04 43 74 60 14 ** GNVQs and 04/05 16 69 67 2 ** precursors 05/06 29 86 66 20 ** 06/07* ** N/A N/A NVQs 03/04 98 64 49 15 54 81 54 27 04/05 73 86 56 30 82 65 62 3 05/06 86 79 64 15 90 73 69 4 06/07* 57 77 N/A 144 70 N/A Other 03/04 201 74 53 21 491 64 53 11 04/05 171 68 59 9 490 58 58 0 05/06 181 81 63 18 255 63 65 -2 06/07* 323 82 N/A 226 79 N/A

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Table 3

Success rates on mainstream level 3 qualifications, by qualification type, expected end year and age, 2004 to 2007, compared with the national rates for colleges of a similar type.

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Table 3

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

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Table 3

3 Long 03/04 2,367 77 61 16 426 60 53 7 04/05 2,360 69 66 3 337 55 57 -2 05/06 2,326 76 68 8 391 69 62 7 06/07* 2,719 76 N/A 259 69 N/A 03/04 736 92 84 8 39 72 69 3 A/A2 Levels 04/05 535 93 85 8 40 90 74 16 05/06 765 89 86 3 35 69 74 -5 06/07* 713 92 N/A 56 82 N/A AS Levels 03/04 1,377 71 60 11 91 51 50 1 04/05 1,634 63 64 -1 44 34 53 -19 05/06 1,412 70 64 6 76 66 57 9 06/07* 1,804 69 N/A 45 56 N/A 03/04 80 68 51 17 ** GNVQs and 04/05 56 71 60 11 ** precursors 05/06 11 82 68 14 ** 06/07* ** N/A ** N/A NVQs 03/04 16 69 50 19 59 64 49 15 04/05 17 71 54 17 52 44 55 -11 05/06 11 73 66 7 94 79 65 14 06/07* 21 86 N/A 61 80 N/A Other 03/04 158 62 51 11 231 61 54 7 04/05 118 56 57 -1 197 54 57 -3 05/06 127 68 62 6 186 65 62 3 06/07* 181 80 N/A 97 62 N/A * college data ** numbers too low to present meaningful success rates

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Table 4

Success rates on work-based learning ‘apprenticeship’ 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 25 64 48 60 34 04/05 timely 27 19 31 19 22 overall 32 75 53 59 44 05/06 timely 24 58 34 38 27 overall 27 74 64 70 58 Advanced Apprenticeships

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Table 4

06/07 timely 30 57 43 50 37 overall 79 61 51 57 39 04/05 timely 78 49 29 45 22 overall 84 80 58 74 52 05/06 timely 91 58 38 55 34 overall 61 79 65 74 61 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/provider and national qualification success rates are calculated using LSC published data derived from the ‘Individual Learning Record’

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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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