South Devon College

Audience Post-sixteen Published date December 2008 Provider reference 130648 Provider reference 130648

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Published date December 2008 South Devon College Inspection report

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Contents

Background information........................................................................................ 3 Summary of grades awarded ................................................................................ 5 Overall judgement................................................................................................ 6 Key strengths and areas for improvement………………………………………………………….. 7 Main findings…………………………………………………………………………………………………….8

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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. South Devon College is a medium-size general further education college serving the district towns of Torquay, Paignton and Brixham, collectively known as Torbay, and the rural areas of South Devon. The main college campus is situated in Paignton. There is a training centre in Newton Abbot which focuses on work with employers and Entry to Employment provision (E2E). There is another E2E centre in Torquay. Three main adult and community learning centres are run in partnership with community colleges. They are located in Brixham, Paignton and Torquay.

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Description of the provider

2. The college offers courses in all sector subject areas (SSAs). Pre-entry courses are provided in all areas and many SSAs offer courses at level 4. Higher education provision has been developed in partnership with the universities of Plymouth and Exeter. The college holds a centre of vocational excellence in construction trades and it has achieved the Training Quality Standard. The college offers work-based learning programmes in construction, motor vehicle, plumbing, engineering, marine engineering, electrical installation, hairdressing and hospitality. The college also offers Train to Gain courses and adult and community learning.

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Description of the provider

3. Torbay is characterised by extremes of wealth and poverty and it is the poorest performing economy in the South-West. There are small pockets of severe deprivation often surrounded by relative affluence. The attainment of 5 or more GCSEs graded A* to C at Key Stage 4 in 2007, at 60.9%, was slightly below the national average of 62%.

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Description of the provider

4. Approximately 7% of learners are from minority ethnic groups. This is 2% higher than in the local population.

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Description of the provider

5. The college's mission statement is ‘South Devon College: inspiring our community through learning for all’.

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Leadership and management Outstanding: Grade 1

Equality of opportunity Outstanding: Contributory grade 1

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Effectiveness of provision Outstanding: Grade 1

6. South Devon College is an outstanding college. Achievement and standards are outstanding. Success rates on long qualifications are high for learners of all ages. They are equally high for male and female learners and for White British and minority ethnic learners. Learners receiving additional learning support and looked after children have higher success rates than the average for the college. The standard of learners’ work is generally good with some that is outstanding.

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Effectiveness of provision Outstanding: Grade 1

7. Teaching and learning are good. Learners enjoy their lessons and participate well. Teachers plan learning skilfully and know the needs of their learners. Teachers use information learning technology (ILT) very effectively to enhance learning. Most lessons fully engage learners and learning is good. Lessons meet individual learning needs. Assessment is rigorous and feedback helps learners to improve. Weaker lessons are not appropriately demanding and include insufficient checking of learning.

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Effectiveness of provision Outstanding: Grade 1

8. The needs and interests of learners are outstandingly met. The extensive range of courses and choice facilitates a high proportion of learners’ progression through the levels from entry level to level 4. Enrichment provision is outstanding and many learners participate in activities. The diverse heritage backgrounds of guest speakers provide positive minority ethnic role models. A wide range of enrichment events raises learners’ awareness of different cultures. Educational and social inclusion are outstanding.

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Effectiveness of provision Outstanding: Grade 1

9. Guidance and support are outstanding. Pre-enrolment information, advice and guidance are highly effective at enabling learners to choose the right course. Induction helps learners very effectively to settle into their courses quickly. Well focused support services are readily available. The tutorial programme is well designed and learners’ progress is reviewed very effectively. Careers advice is highly effective.

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Effectiveness of provision Outstanding: Grade 1

10. Leadership and management are outstanding. Demanding targets for improvement are set, rigorously monitored and largely achieved. The quality assurance framework is comprehensive and sharply focused on any underperformance against college expectations. Governors are highly effective critical friends of the college, prudent and self-reflective. Equality of opportunity is outstanding and scrupulously embedded throughout the curriculum.

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Capacity to improve Outstanding: Grade 1

11. The college’s capacity to improve is outstanding. The thoroughness and accuracy of the self-assessment process are outstanding, providing a clear agenda for improvement. Judgements are well supported by appropriate evidence. There is a strong focus on self-assessment in all aspects of the college’s work. Detailed and effective quality improvement plans underpin the whole process. The drive for improvement is pursued with energy and determination. Course reviews are thorough and lead to clear improvements. The college’s priorities are appropriate and take full account of local needs. The traffic light framework for monitoring the progress towards and achievement of objectives is exceptionally effective. Managers and governors quickly identify areas where targets may not be met and take prompt and effective corrective action. Resources are allocated and professional development is planned to support the achievement of college objectives. The financial implications and

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Capacity to improve Outstanding: Grade 1

educational case for the next phase of the college’s development have been well thought through.

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improvement since the last inspection

12. The effectiveness of steps taken to promote improvement since the last inspection is outstanding. Highly effective leadership and management have secured improvements in all the key areas identified in the last inspection. Success rates are high for learners of all ages. Retention rates for learners aged 16 to 18 on level 3 courses are now in line with national rates. Retention and pass rates on AS-level and A-level courses have risen significantly and are above national norms. Average class sizes have risen steadily. Accommodation is now of high quality. Network facilities in ICT are good. The college now monitors effectively those learners who do not take up learning support. The breadth of provision is now outstanding. The overall effectiveness of the college is outstanding.

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Key strengths

 high success rates  highly effective use of information learning technology which enhances learning  extensive curriculum range that meets the needs and interests of learners  outstanding educational and social inclusion  outstanding support  outstanding governance, leadership and management  outstanding capacity to improve  outstanding equality of opportunity  excellent accommodation and resources for learning.

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Contributory grade:

13. Achievement and standards are outstanding and the grade identified in the college’s self-assessment report is accurate. The overall success rate is high and it has improved at a faster rate than the national average since the last inspection. The success rate for long qualifications in 2007/08 for learners of all ages is high at nine percentage points above the 2006/07 national average. Success rates are high in most SSAs. They are above average on short courses and high on very short courses. Retention and pass rate trends have improved markedly since the last inspection. Average attendance was very good in 2007/08, at 89%. Success rates for learners aged 14 to 16 are high and they are good on Train to Gain programmes. Progression rates for E2E learners are good. Apprenticeship framework completion rates, including timely completion rates, are outstanding. The overall success rate in key skills, at 70%, is high.

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Contributory grade:

The college has made particularly good progress in improving success rates in key skills at levels 1 and 2 for the high numbers of learners taking them.

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Contributory grade:

14. The proportion of male learners on long qualifications, aged 16 to 18, is much higher than for female learners. Success rates are equally high for male and female learners of all ages even though nationally, male success rates are lower. Twenty-five per cent of the college’s full-time equivalent learners study courses in construction and engineering and success rates are high in these areas. The value added score for the college’s small A-level provision is positive but not significantly high. Learners receiving additional learning support have a higher success rate than the average for the college. The proportion of minority ethnic heritage learners exceeds that of the local community, but it is small. The success rate for all minority ethnic groups of learners combined has parity with White British learners. There is no trend of significant underperformance by any particular minority ethnic group. Learners studying English for speakers

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Contributory grade:

of other languages have high success rates. Success rates for looked after children are very high.

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Contributory grade:

15. Progression rates for full-time learners between the levels are high with 72% progressing from level 1 to level 2 and 62% progressing from level 2 to level 3. Learner destination rates to further learning, employment and higher education are also high.

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Contributory grade:

16. The standard of learners’ work is generally good with some that is outstanding. Many learners confidently demonstrate practical and workplace skills that are at least good and they are knowledgeable about their subjects. Learners are articulate and sociable. Advanced learners critically analyse complex tasks very effectively. Safe practices are implemented by learners in practical areas and many learners adopt healthy lifestyles. Learners enjoy their learning.

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Quality of provision Outstanding: Grade 1

17. The quality of provision is outstanding. Teaching and learning are good and inspectors agree with the college’s self-assessment grade. Teachers plan and manage learning skilfully and effectively. Many lessons include a variety of learning activities and focus well on the learning and attainment of individuals. Teachers use a good range of methods to fully engage learners and check and reinforce learning. Key skills, including the wider key skills, are carefully integrated into courses and developed very effectively in lessons. Excellent use is made of the virtual learning environment (VLE) to support learning. A strong ethos of mutual respect is evident. Equality of opportunity and awareness of different cultures is promoted well in lessons. Teaching and learning on apprenticeship programmes, Train to Gain and E2E are also good. Accommodation and specialist resources are excellent and teachers make very

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Quality of provision Outstanding: Grade 1

effective use of ILT to enhance learning. A minority of lessons lack appropriate organisation, pace and challenge and include insufficient checking of learning.

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Quality of provision Outstanding: Grade 1

18. Assessment and internal verification are well planned and rigorous. Initial assessment is effective and the outcomes are used well by teachers to set learners’ individual learning goals. Comprehensive records are kept of learners’ progress and achievement. Learners’ work is marked regularly and teachers provide constructive comments to help learners improve their performance. Clear reports on learners’ progress are regularly sent to parents, guardians and employers. Employers who provide placements for apprenticeships support learners well in the workplace and contribute very effectively to learners’ reviews.

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Quality of provision Outstanding: Grade 1

19. Learners’ additional learning needs are clearly identified and supported well. Tutors and curriculum learning assistants work effectively together to provide well structured support for learners with additional learning needs. Additional support needs are well documented and learners’ progress is monitored regularly and effectively, with appropriate targets set for improvement.

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Quality of provision Outstanding: Grade 1

20. Arrangements to assure the quality of teaching and learning are comprehensive and well established. Lesson observation records are analysed and used to plan and provide good support for development needs. Good use is made of other colleges and external agencies to evaluate and moderate teaching observations but the quality of observed lessons is sometimes over graded.

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Quality of provision Outstanding: Grade 1

21. The college’s response to meeting the needs and interests of learners is outstanding. The curriculum is extensive. Courses are available in most SSAs from entry level to level 4. Curriculum planning and review are very responsive to meeting the needs of learners, employers, the local community and Government requirements. The college readily embraces collaboration with schools. It provides the new creative and media diploma at levels 1 to 3 and successful courses for school students aged 14 to 16.

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Quality of provision Outstanding: Grade 1

22. Enrichment activities are outstanding and take-up is high. The innovative programme involves many international and national visits for learners as well as sporting, cultural and charitable events. Activities are planned carefully to enable learners, including those with disabilities and part-time learners, to participate. Visiting speakers and events enrich learners’ awareness of different cultures and they include positive role models from different ethnic heritages. Learners make a very positive contribution to the college and external communities and they are well prepared to achieve economic well-being.

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Quality of provision Outstanding: Grade 1

23. Educational and social inclusion are outstanding. The college works effectively with partners to successfully include learners from under-represented groups. Effective arrangements include flexible start times, easy access to computers and the VLE and high quality support for learners. The proportion of learners from minority ethnic groups is higher than in the local population. Programmes for learners with disabilities and/or learning difficulties are good.

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Quality of provision Outstanding: Grade 1

24. Guidance and support are outstanding. The college provides a wide range of services to meet the individual support needs of learners. Pre-enrolment information, advice and guidance are highly effective at enabling learners to make well informed choices about course selection. Induction very effectively prepares learners for their courses. Individual learner needs are identified accurately and prompt support is provided. Overall success rates for learners receiving additional learning support are high and above the college average. Personal tutors provide very good support and review learners’ progress effectively. The tutorial programme is well designed and resourced with an excellent range of adaptable materials. Learners benefit from the particularly effective integration of tutorials within courses. Through tutorials and other aspects of the curriculum they learn how to promote their health and stay safe.

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Quality of provision Outstanding: Grade 1

Attendance and punctuality are rigorously monitored. Support services are well planned and readily available for learners. Childcare is available in the college nursery. Arrangements for advice and guidance for progression to further education and training, employment or higher education are thorough and effective. Connexions staff are based on-site and links with other specialist agencies are very good. The college has a very strong commitment to equality and diversity which is reflected in the outstanding support arrangements.

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Contributory grade:

Equality of opportunity Outstanding: Grade 1

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Contributory grade:

25. Leadership and management are outstanding. Success rates are high and learners are very well supported. The college enthusiastically celebrates the achievements of learners and staff. Clear roles, responsibilities and structures promote high degrees of accountability. Demanding targets for improvements are monitored closely and largely achieved. The detailed management calendar of key meetings supports very effective communication.

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Contributory grade:

26. Quality assurance is outstanding. The framework for quality assurance is comprehensive. The self-assessment report is very accurate. Thorough course reviews lead to tangible improvements. Targeted observation of teaching and learning promotes the sharing of good practice. However, the college’s evaluation of the quality of teaching and learning can be too generous. Links between lesson observations, appraisal and professional development are strong. Learners and stakeholders value the many opportunities to contribute to decision making and to express their views.

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Contributory grade:

27. A lucid and shared vision seeks to inspire the community through learning for all. The expectation that learners can and will achieve is prevalent throughout the college’s work. Appropriate strategic priorities draw on the views of staff and take account of the needs of the local community and employers. Governors are fully involved in setting the strategic direction of the college. Progress towards, and achievement of, targets are monitored thoroughly. Data about learners, their progress and achievements are accurate and used well. Financial information is robust and timely.

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Contributory grade:

28. Equality of opportunity is outstanding, including its response to race equality, gender and disability legislation. The promotion of equality of opportunity is highly effective. The numerous displays, posters, focus groups and events illustrate how fundamental equality of opportunity is to the life of the college. Discrimination, harassment and bullying are not tolerated in any form. Training is comprehensive. The college seeks and acts on the views of learners and stakeholders from different backgrounds, including those with disabilities. Impact assessments are thorough. Equality of opportunity and diversity are scrupulously embedded within the curriculum. Achievement data and complaints are analysed closely for equal opportunities issues. The scrutiny of data relating to staff is less well developed. The college fully meets government requirements in relation to the safeguarding of children and vulnerable adults.

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Contributory grade:

Procedures are well documented and implemented and training is good.

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Contributory grade:

29. Expectations of, and support for, staff are high. Continuing professional development is comprehensive.

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Contributory grade:

30. Specialist equipment and resources are of very high quality. Accommodation is imposing. Its imaginative design engenders a sense of pride and promotes a highly purposeful atmosphere. Plasma screens provide a live insight into the work in training kitchens and workshops. The college was built at a very low cost indeed. With high success rates, value for money is outstanding. Financial management is very strong.

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Contributory grade:

31. Governors are highly effective. They support and monitor the college very well but do not shy from challenging managers when appropriate. They are prudent and self-reflective. The college is held in very high esteem by its local community. Partnerships with schools and employers are very productive.

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Table 1

Success rates on mainstream level 1 qualifications, by qualification type, expected end year and age, 2006 to 2008, compared with the national rates for colleges of a similar type.

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Level 1

06/07 1103 84 74 10 880 76 70 6 07/08 1064 84 N/A 555 79 N/A

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AVCEs

06/07 ... ... ... ... 1 100 ... ... 07/08 ... ... ... ... ... ... ... ... NVQs 05/06 147 79 72 7 69 81 74 7 06/07 132 85 75 10 62 74 75 -1 07/08 146 79 N/A 65 86 N/A Other 05/06 703 81 69 12 1079 69 65 4 06/07 971 84 74 10 817 76 70 6 07/08 918 85 N/A 490 78 N/A

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Table 2

Success rates on mainstream level 2 qualifications, by qualification type, expected end year and age, 2006 to 2008, compared with the national rates for colleges of a similar type.

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Level 2

06/07 1075 72 70 2 1254 75 69 6 07/08 1335 79 N/A 1106 79 N/A GCSEs 05/06 234 65 68 -3 151 73 67 6 06/07 183 61 71 -10 149 83 70 13 07/08 232 77 N/A 88 83 N/A

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AVCEs

06/07 42 79 73 6 10 50 71 -21 07/08 46 89 N/A 9 56 N/A NVQs 05/06 239 70 65 5 296 69 68 1 06/07 217 70 68 2 348 70 69 1 07/08 280 79 N/A 454 77 N/A Other 05/06 495 68 66 2 606 64 65 -1 06/07 633 76 70 6 747 76 69 7 07/08 777 79 N/A 555 80 N/A

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Table 3

Success rates on mainstream level 3 qualifications, by qualification type, expected end year and age, 2006 to 2008, compared with the national rates for colleges of a similar type.

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Level 3

06/07 945 73 73 0 813 68 68 0 07/08 1090 77 N/A 969 79 N/A

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Levels

06/07 80 84 87 -3 29 76 76 0 07/08 103 93 N/A 33 82 N/A AS Levels 05/06 248 51 67 -16 73 64 55 9 06/07 295 66 69 -3 58 71 59 12 07/08 322 74 N/A 45 87 N/A

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AVCEs

06/07 9 33 59 -26 ... ... ... ... 07/08 15 73 N/A 2 50 N/A NVQs 05/06 45 73 71 2 192 72 63 9 06/07 37 84 74 10 193 64 69 -5 07/08 65 85 N/A 248 83 N/A Other 05/06 397 72 65 7 571 67 64 3 06/07 524 75 70 5 533 69 69 0 07/08 585 75 N/A 641 77 N/A

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Table 4

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

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Table 4

Programme End Year Success rate No. of learners* Provider/ college NVQ rate ** National NVQ rate** Provider/college framework rate** National framework rate**

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Table 4

overall 3 67% 48% 67% 34% 04/05 timely 3 67% 31% 67% 22% overall 14 79% 53% 71% 44% 05/06 timely 14 64% 34% 57% 27% overall 6 67% 64% 67% 58% Advanced Apprenticeships

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Table 4

06/07 timely 6 50% 43% 50% 37% overall 17 76% 51% 47% 39% 04/05 timely 17 65% 29% 35% 22% overall 48 77% 58% 77% 52% 05/06 timely 55 44% 38% 44% 34% overall 72 79% 65% 78% 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

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Table 4

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