Tameside College

Audience Post-sixteen Published date July 2009 Provider reference 130516 Provider reference 130516

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Published date July 2009 Tameside 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. Tameside College is a large general further education (GFE) college, formed in 1998 as a result of a merger between Tameside College of Technology and Hyde Clarendon Sixth Form College. It is situated eight miles east of Manchester City Centre in the borough of Tameside. The borough of Tameside has a population of around 213,000 and consists of nine towns. Unemployment in Tameside is higher than the national average. Tameside residents have some of the lowest rates of pay in the Greater Manchester sub-region. Achievement of five or more grades A* to C, including English and mathematics is 41.8%, lower than the national average of 47.6%.

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Description of the provider

2. The college offers programmes from entry level to degree level. It also offers work-based learning apprenticeship programmes, Train to Gain (T2G) provision and provision for students aged 14 to 16. The college’s mission is to ‘improve employability and economic prosperity’. In 2008/09, 3,220 full-time students and 4,473 part-time students enrolled at the college. Apprenticeship programmes had 591 enrolments and T2G programmes had 1,744 enrolments. Of these, 3,173 were aged 16 to 18 and 6,835 were aged 19 and over. Over 900 Years 10 and 11 pupils from 18 local schools attend the college for various vocational courses and additional placements. The proportion of learners from minority ethnic groups, at 12%, is higher than the local population.

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Leadership and management Good: Grade 2

Equality of opportunity Outstanding: grade 1

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Effectiveness of provision Good: Grade 2

3. Tameside College is a good and improving college with outstanding features. Achievement and standards are good. Success rates on long courses at all levels and for all ages have increased consistently for the last three years and are high. Success rates for students aged 14 to 16 and for learners on apprenticeships and T2G programmes are high. Key skills success rates have improved considerably since the last inspection to well above the low national average and are now good. Progression between levels of provision is good. Retention of students aged 16 to 18 on courses at levels 1, 2 and 3 and for adults on courses at level 3 have been below the national rate for the last three years.

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Effectiveness of provision Good: Grade 2

4. The college has successfully focused on improving the quality of teaching and learning which are good. Observations of teaching and learning are rigorous and accurate. Links between the outcomes of observations of teaching and learning, appraisal and continuing professional development are good. The college has identified the need to increase the proportion of outstanding teaching, especially at level 3. The management and embedding of key skills and Skills for Life across the curriculum are outstanding. Students are set challenging targets and their progress is effectively monitored.

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Effectiveness of provision Good: Grade 2

5. Educational and social inclusion are outstanding. Students previously disengaged from learning succeed at the college. A high proportion of learners are from minority ethnic groups or are classed as disadvantaged. Support for learners is outstanding. A wide range of effective support initiatives helps learners progress and improves their confidence and independence. The promotion of equality of opportunity is outstanding through all aspects of college life, particularly in the classroom. An outstanding range of programmes meets the needs and interests of learners very well and provides good opportunities for progression. Governors and a wide range of staff from across the college have developed excellent links with the community and industry. Pathways for students with learning difficulties and disabilities are outstanding. Students aged 14 to 16 are offered an outstanding range of provision.

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Effectiveness of provision Good: Grade 2

6. Leadership and management are good. Leaders and managers set a clear strategic direction for the college. Governance is excellent. Governors have diverse backgrounds and a broad range of appropriate skills to support the college. Financial management is strong and value for money is good.

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Effectiveness of provision Good: Grade 2

7. Information learning technology (ILT) is managed exceptionally well and benefits staff and students. Quality assurance and improvement systems are clearly defined and are effectively improving standards. However, some reporting at senior management level is insufficiently detailed and accurate. Self-assessment is insufficiently self-critical, particularly at curriculum level.

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Capacity to improve Good: Grade 2

8. The college’s capacity to improve is good. It sets itself challenging targets which it generally meets. Success rates have improved steadily since the last inspection and remain high. Significant improvements in the quality of provision have been made. Quality improvement arrangements are generally effective. Staff development and performance management are good. Management data are accurate and reliable.

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Capacity to improve Good: Grade 2

9. Retention rates have been below the national rates since the last inspection, although there is a four year improving trend. While there have been improvements these have been slow and given insufficient strategic importance by senior managers. The self-assessment report is not sufficiently critical.

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improvement since the last inspection

10. Good progress has been made in dealing with areas for improvement identified at the last inspection. Most of the strengths have been maintained or improved. Some areas for improvement are now strengths. For example, the management of key skills and Skills for Life and the use of ILT in the curriculum. However, retention remains an area for improvement.

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Key strengths

 high success rates on long courses  outstanding governance  excellent arrangements to promote equality and diversity  excellent management and embedding of key skills and Skills for Life  outstanding social and educational inclusion  outstanding support  outstanding partnerships with employers and the community.

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The college should address:

 the organisational focus on improving retention rates  improving the proportion of good or better teaching particularly on level 3 courses  insufficiently robust and critical self-assessment.

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Achievement and standards Good: Grade 2

11. Achievement and standards are good, which agrees with the college’s self- assessment. Success rates on long courses have improved consistently at all levels and are high. For students aged 16 to 18 the rates have improved at all levels from at or below the national rate, in the previous three years, to above the predicted national rate in 2007/08. On courses for adults, success rates at all levels are above the 2007/08 projected national rate. For learners aged 14 to 16 success rates and progression to further study are high. Overall success rates on apprenticeship and T2G programmes are also high. Key skills success rates have improved to well above the low national average.

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Achievement and standards Good: Grade 2

12. Retention has not improved sufficiently. The overall retention rate for long courses, although increasing, has been below the national rate for the last two years. For students aged 16 to 18, rates at all levels were below the national rate in 2005/06 and 2006/07 and although improved in 2007/08, are only in line with the previous year’s national rate. For adults on programmes at levels 1 and 2 retention is just above the national average. However, at level 3 the rate continues to be below the national rate.

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Achievement and standards Good: Grade 2

13. Pass rates are high and at General Certificate of Education (GCE) A level approximately half of all students achieve at a higher level than predicated by their GCSE results.

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Achievement and standards Good: Grade 2

14. There are no discernable differences in success and retention rates between males and females, learners from black and minority ethnic groups and their white counterparts, or learners with learning difficulties and/or disabilities.

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Achievement and standards Good: Grade 2

15. Attendance rates have improved consistently over the last three years and are now good. Standards of learners’ work are good. Students demonstrate excellence in competitions and exhibitions, particularly bakery and paint spray.

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Quality of provision Good: Grade2

16. The quality of the provision is good. This did not concur with the college’s self- assessment of outstanding. Inspectors agree with the college that teaching and learning are good. A comprehensive and robust lesson observation scheme is carried out by a team of trained observers. Links between the outcomes of lesson observations and individual performance management are effective in improving quality. Good practice is shared through peer observations and by subject learning coaches. Learners’ views are canvassed routinely and acted upon; most indicate high levels of satisfaction with teaching.

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Quality of provision Good: Grade2

17. Teachers plan most lessons well to meet individual learners’ needs. They use a good range of learning resources and activities, including ILT and excellent resources on the virtual learning environment (VLE), to keep learners interested and involved. Teachers use questioning skilfully to check learners’ understanding. In the satisfactory lessons, especially at level 3, teaching is insufficiently challenging and learners do not always have the opportunity to progress at a faster rate.

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Quality of provision Good: Grade2

18. The management of key skills is outstanding. Key skills are integrated into curriculum areas, planned well and taught very effectively.

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Quality of provision Good: Grade2

19. Target setting and monitoring of learners’ progress is good. Learners aged 16 to 18 are set challenging targets at the beginning of their courses which are recorded in an electronic individual learning plan. Progress towards meeting their targets is reviewed frequently through effective one-to-one meetings.

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Quality of provision Good: Grade2

20. Inspectors agree with self-assessment that the range of programmes and activities to meet the needs of learners is outstanding. The college offers a wide variety of programmes from pre-entry to higher level. A good proportion of students progress internally. Excellent partnerships and collaboration with employers provide sponsorship, placement opportunities and very successful initiatives that lead to previously workless local people achieving jobs. Innovative projects engage those not in education, employment or training (NEET) and those at risk of joining this group. The range of provision for students aged 14 to 16 is also outstanding. An extensive enrichment programme raises learners’ aspirations. A good enterprise initiative is developing staff and learners’ entrepreneurial skills.

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Quality of provision Good: Grade2

21. Inspectors agree with the college’s self-assessment that guidance and support are outstanding. Information, advice and guidance are very effective in supporting learners at key points. Extensive initial assessment identifies their learning support needs and the most appropriate programme to enable them to succeed. Induction prepares students well for their programmes.

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Quality of provision Good: Grade2

22. Additional learning support is outstanding. A wide range of effective initiatives, including individual support in classroom sessions, helps learners achieve their learning goals and improves their confidence and independence. Retention rates of learners receiving support are high. Learners value the support they receive. Support for learners with moderate to severe learning difficulties is outstanding. Very effective links with partner schools, parents and external agencies support effective transition planning. 23. The tutorial programme is particularly well planned and promotes learners’ management and ownership of their own learning. For example, they are able to use the VLE to monitor their progress against their learning targets and attendance. Every Child Matters themes are particularly well embedded in tutorial provision. Learners feel safe in the college. Health and well-being are particularly well promoted.

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Contributory grade:

Equality of opportunity Outstanding: grade 1 24. Leadership and management are good. Self-assessment identified this area as outstanding. The college has responded well to the areas for improvement identified at the last inspection. However, retention rates at level 3, identified as a key area for improvement at the last inspection, remains a key area for improvement.

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Contributory grade:

25. Governance is excellent. Governors, leaders and managers set a clear strategic direction for the college that is communicated effectively to staff. Governors and staff throughout the college have established excellent links with the community and industry. Governors have diverse backgrounds and a broad range of appropriate skills to address the challenges facing the college. They demonstrate considerable commitment to the college. They are well trained and carefully scrutinise all aspects of the college’s performance. Capable independent clerking arrangements support the board very well. Financial management is strong and value for money is good.

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Contributory grade:

26. Quality assurance and improvement systems are clearly defined and understood by staff and effectively promote improvement. Systems, such as for observation of teaching and learning, are regularly reviewed and continuously improving. Performance management is comprehensive. Innovative use of computer technology and software development enhances the arrangements. Students, staff and managers benefit from useful links between management information and learning technology. Management data are generally accurate and accessible.

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Contributory grade:

27. Self-assessment is insufficiently self-critical, particularly at curriculum level. In many areas the report does not present sufficient evidence for the grades awarded. Too much emphasis is placed on improvements as strengths. For example, many curriculum managers judge achievement and standards to be outstanding without evidence of sustained high success rates. The slow pace of improvement in retention is not identified as an area for improvement and strategies to address this issue are not clearly articulated.

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Contributory grade:

28. Some reporting at senior management level lacks detail and is inaccurate. Errors and omissions in some reports have resulted in a lack of clarity in briefings for governors and the strategic management group.

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Contributory grade:

29. Procedures for safeguarding learners meet the requirements of the Children Act 2004 but risk assessment and monitoring of support staff awaiting the outcomes of vetting checks are insufficiently thorough.

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Contributory grade:

30. Equality of opportunity is outstanding, as self-assessment identified. The equal opportunities steering group is appropriately constituted, meets regularly and has had significant influence on ensuring that college strategies and procedures meet the Race Relations (Amendment) Act 2000 and the Disability Discrimination Act 2005. External links with the community are used very effectively to benefit learners. The college makes a valuable contribution in its work with mental health organisations, minority and other community groups ably supported by governors who specialise in the field. Promotion of equality and diversity is excellent in all aspects of college life, particularly in the classroom where teachers make effective use of a database of good practice and resources for equal opportunities.

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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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Table 1

16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff 05/06 1637 68 69 -1 1359 63 65 -2 06/07 1916 71 74 -3 1416 74 70 4 1 Long

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Table 1

07/08* 2022 81 N/A 1268 79 N/A 05/06 39 64 73 -9 1 100 06/07 GNVQs and precursors 07/08* N/A N/A 05/06 140 81 72 9 63 67 74 -7 06/07 157 77 75 2 83 72 75 -3 NVQs

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Table 1

07/08* 179 83 N/A 88 83 N/A 05/06 1458 67 69 -2 1295 63 65 -2 06/07 1759 71 74 -3 1333 74 70 4 Other

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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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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 05/06 1269 66 66 0 1768 67 66 1 06/07 1357 68 70 -2 1566 73 69 4 2 Long

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Table 2

07/08* 1282 76 N/A 1370 78 N/A 05/06 224 63 68 -5 92 66 67 -1 06/07 222 73 71 2 105 72 70 2 GCSEs

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Table 2

07/08* 236 73 N/A 96 75 N/A 05/06 40 70 69 1 3 33 68 -35 06/07 8 88 73 15 GNVQs and precursors 07/08* 12 100 N/A 4 75 N/A 05/06 210 78 65 13 622 68 68 0 06/07 208 65 68 -3 460 75 69 6 NVQs

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Table 2

07/08* 199 76 N/A 430 77 N/A 05/06 795 64 66 -2 1051 67 65 2 06/07 919 67 70 -3 1001 72 69 3 Other

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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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Table 3

16-18 19+ Notional Level Exp End Year Starts – Transfers College Rate National Rate Diff Starts – Transfers College Rate National Rate Diff 05/06 1478 68 71 -3 1241 62 64 -2 06/07 1197 74 73 -1 1028 69 68 1 3 Long

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Table 3

07/08* 1050 78 N/A 980 72 N/A 05/06 304 90 87 3 26 65 72 -7 06/07 297 90 87 3 22 95 76 19 A/A2 Levels 07/08* 204 95 N/A 23 83 N/A 05/06 700 66 67 -1 17 65 55 10 06/07 461 71 69 2 22 59 59 0 AS Levels

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Table 3

07/08* 312 81 N/A 7 43 N/A 05/06 110 48 66 18 8 75 57 18 06/07 GNVQs and precursors 07/08* N/A N/A 05/06 64 73 71 2 306 66 63 3 06/07 46 72 74 -2 255 73 69 4 NVQs

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Table 3

07/08* 46 72 N/A 278 71 N/A 05/06 300 58 65 -7 884 61 64 -3 06/07 393 64 70 -6 729 68 69 -1 Other

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Table 3

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Table 3

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