New College Durham

Audience Post-sixteen Published date July 2009 Provider reference 130659 Provider reference 130659

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Published date July 2009 New College Durham Inspection report

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Contents

Key strengths and areas for improvement 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. New College Durham is a large general further education (GFE) college. The college is the largest provider of vocational further and higher education in County Durham. Within a 15 mile radius there are six colleges, four universities and 12 schools with sixth forms.

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Description of the provider

2. The development of the new campus at Framwellgate Moor was completed in 2005. Most full-time learners are based at this campus, with significant numbers of part-time students being taught there as well as in community locations. During 2007/08, 81% of the 14,922 enrolments on further education (FE) programmes were to full-time courses. Seventy two per cent of these learners were aged 16 to 18. Fifty seven per cent of learners were enrolled on level 3 courses. Courses are offered in all 15 sector subject areas. Higher education (HE) courses are provided to over 1,200 full-time equivalent learners in the region, nationally and internationally. The college is attended by 375 learners aged 14 to 16 from 13 local secondary schools. In 2007/08, 313 learners were enrolled on apprenticeship programmes in construction, engineering, motor vehicle, plumbing, business administration, accounting, hairdressing, hospitality and catering, sport and health and care. There were

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Description of the provider

over 100 enrolments on Entry to Employment (E2E) programmes. The college has held a Train to Gain (T2G) contract with around 400 learners for the last three years and since September 2008 has led a very large consortium with some 3,000 learners. The college has managed a wide range of local and regional projects financed by European funding.

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Description of the provider

3. The unemployment rate across County Durham is around 4% above the national rate. The college’s catchment area includes 46 disadvantaged wards. In 2007/08 a below average proportion of school leavers achieved five or more GCSE grades A* to C, including English and Mathematics, across County Durham. The proportion of school leavers not engaged in education, employment or training (NEET) was 10.4% in 2007 compared with the national rate of 8.2%. The proportion of students from minority ethnic backgrounds is relatively low; the proportion matches that of the local population. Around 60% of learners are female.

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Description of the provider

4. The college’s mission is ‘To provide first class learning and training for individuals, business and the community’. It has three Centres of Vocational Excellence (CoVEs) in travel and tourism and one for engineering and construction, which is offered in partnership with other colleges in the region.

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Leadership and management Outstanding: Grade 1

Equality of opportunity Good: contributory grade 2

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Effectiveness of provision Outstanding: Grade 1

5. The overall effectiveness of provision is outstanding. Since the last inspection achievement and standards have improved significantly and are now outstanding. Participation rates have increased, particularly for 16 to 19 year- olds and for adults on T2G programmes. The success rates of learners aged 16 to 19 are outstanding. Progression between levels and into HE is excellent. Attendance rates and punctuality are very good. For learners aged over 19 success rates are very high on most courses. Literacy, numeracy and key skills success rates are outstanding. Learners make excellent progress in their personal development and attitudes to learning.

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Effectiveness of provision Outstanding: Grade 1

6. Work-based learning is good. Success rates on the apprenticeship programmes are good and on T2G programmes they are outstanding. On E2E programmes learners make good progress in developing their confidence and social skills. Learners benefit from exceptionally good pastoral support. The college is extremely good at responding to the needs of employers.

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Effectiveness of provision Outstanding: Grade 1

7. Teaching and learning are good. Learners benefit from excellent resources. Most lessons are of a high quality. Teachers are experts in their vocational areas and use a wide range of interesting activities to ensure learners are well motivated. Information learning technology (ILT) is used well in many lessons. Learners’ progress is monitored closely in most areas; however, the use of value added data could be improved in a small minority of subjects to ensure that all learners are challenged by their work. Lesson planning is comprehensive and there are extensive links to the Every Child Matters themes. The lesson observation system is used in a supportive way and provides an accurate method of assessing the quality of individual lessons. Tutorials are very effective and supplemented by excellent one-to-one support from teachers.

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Effectiveness of provision Outstanding: Grade 1

8. The college’s approach to educational and social inclusion is outstanding. The range of provision is very wide and meets the needs of learners well, including those at risk of becoming disengaged from education employment or training. The college is particularly successful in engaging hard to reach groups and works very well with a wide range of partner organisations. The transition arrangements between school and college are strong. Opportunities for learners aged 14 to 16 are very good and a high proportion progress to full-time courses. Initial assessment is comprehensive and accurate. A high proportion of students identified in need of support access it.

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Effectiveness of provision Outstanding: Grade 1

9. The support, advice and guidance learners receive are outstanding. It ensures high levels of retention and attendance. Induction programmes allow learners to get off to a flying start. Transfer rates between courses are low. A very wide range of specialist external support agencies work with the college to supplement its excellent welfare service. Careers advice is outstanding. A very high proportion of learners progress to appropriate HE or employment. 10. Leadership and management are outstanding. The college has a culture of mutual respect and shared accountability for learners’ achievement. The strategic leadership of the principal and senior team is outstanding. Governance is excellent. Governors closely monitor the college’s performance and challenge and support leaders as necessary. Curriculum management is very effective and action planning for improvement works very well. The college has wonderful

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Effectiveness of provision Outstanding: Grade 1

accommodation and resources. Financial management is excellent and the college provides outstanding value for money. Quality assurance arrangements are very robust. However, the growth in the T2G consortium programme has provided the college with many challenges and quality assurance is not as well established here as it is in other aspects of the college’s work. The college makes a very significant contribution to the economic and social regeneration of the community it serves. It responds very flexibly and quickly to the changing needs of its partners. Staff understand college policies on equality of opportunity and arrangements to promote equality are good.

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Capacity to improve Outstanding: Grade 1

11. The college’s capacity to improve is outstanding. The self-assessment process is thorough and rigorous. The resulting report is an accurate assessment of the college’s overall strengths and provides a good basis upon which to develop improvement plans. In a few cases the evidence used to validate the judgements about the quality of teaching and learning are based on rather limited evidence. Support for learners is outstanding. Improvement strategies are very effective. Very challenging targets are set and usually exceeded. Management information is accurate and extensively analysed. Resources and financial management are outstanding. Success rates have improved significantly.

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improvement since the last inspection

12. The college has made outstanding progress in addressing the areas for improvement identified at the last inspection. Achievement and standards have improved, particularly for learners aged over 19 on long courses. Leadership, management, support and guidance have all improved significantly. Existing strengths have been consolidated to improve the response to social inclusion. The quality of the provision has improved and is now outstanding. Key skills provision has improved and success rates are outstanding. Attendance rates and punctuality have improved. The number of learners has grown significantly. The high quality accommodation built in 2004 has been very well cared for and maintained. Financial investment continues to be well-targeted to bringing about improvements to the learner experience.

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Key strengths

 outstanding success rates on most programmes  outstanding support for learners  excellent range of progression routes  very strong strategic leadership  very effective improvement strategies  significant contribution to social inclusion  outstanding financial and curriculum planning  wonderful accommodation and resources  culture of mutual respect and support  high proportion of good teaching.

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The college should address:

 the use of value added to improve the quality of teaching  insufficiently rigorous arrangements to assure the quality of T2G sub- contractors

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Contributory grade:

13. The self-assessment report correctly judges achievement and standards overall as outstanding. This applies at almost all levels for both 16 to 18 year-olds and learners aged over 19 and includes both vocational and academic programmes.

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Contributory grade:

14. There has been significant improvement in retention, achievement and success rates since the last inspection. The overall success and retention rates are well above the national average and places New College within the top 10% of colleges nationally. Retention rates at all levels, for learners aged 16 to 18 and 19+, are outstanding. On long courses, retention rates were over 90% for both 2006/07 and 2007/08 at all levels. Pass rates on long courses are also above the national average and well over 90% at levels 1 and 3. The slight decrease in the pass rate at level 2 for adults in 2007/08 is recognised by the college. Progression to FE, employment and HE is excellent. Learners develop an excellent range of vocational skills.

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Contributory grade:

15. Apprenticeship success rates have improved and are good. Both apprenticeship and advanced apprenticeship overall success rates are above average. Success rates on the college’s T2G programme are high and this year overall success rates on the new consortium programmes are very high. Progression rates on the E2E programme have doubled in the last three years. On a minority of apprenticeship programmes, although there is an improving trend, success rates are sometimes low. Key skills success rates have improved significantly and are very high. Male and female students perform equally highly. Students with learning difficulties and/or disabilities make outstanding progress. Success rates of learners from minority ethnic groups achieve well and in line with their peers. The college tracks the success rates of vulnerable groups and most make very positive gains in social and academic skills.

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Contributory grade:

16. Given their starting points, learners make the progress they should on most General Certificate of Education (GCE) AS and A-level courses. Rates of progress are improving, although there is some variation between subjects. Learners make good progress on Council for Awards in Children’s Care in Education (CACHE) and Business and Technology Education Council (BTEC) National Diplomas, although it is slower on BTEC National Award and BTEC National Certificate programmes.

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Contributory grade:

17. Attendance and punctuality are excellent. Inspectors observed learners developing good and sometimes outstanding levels of skills and work produced is of a very high standard. Learners aged 14 to 16 have outstanding pass and retention rates and a high proportion progress onto college courses or work- based learning. The college makes a significant contribution to reducing the number of young people aged 16 who are classified as NEET.

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Contributory grades:

Work-based learning Good: grade 2 Train to Gain Good: grade 2

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Contributory grades:

18. The overall quality of provision is outstanding and in work-based learning and T2G it is good. The college correctly identified this in its self-assessment report. Teaching and learning are good. Lessons are planned meticulously and classes are effectively managed. They are lively and purposeful, with clear aims that are explained well to learners. A mixture of individual and group work is used very well. There is a sharp focus on skills development. Vocational staff have good links with industry and maintain the currency of their occupational knowledge. In a few lessons, teachers do not sufficiently use activities that stretch and challenge more able learners and in a few cases opportunities are missed to promote and reinforce equality and diversity. The college’s outstanding resources are well used in lessons. The college has invested heavily in ILT and training for staff in its use. Good use is made of technology in many

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Contributory grades:

19. The college is highly committed to continuously improving the quality of teaching and learning. The well established self-assessment and observation process accurately evaluates the quality of individual lessons and effectively rectifies underperformance. However, opportunities are sometimes missed, particularly in A-level lessons, to use value added data to ensure that activities are focused on individual learner needs. Frequent accurate assessment takes place. Learners clearly understand what is expected, particularly deadlines for assignment completion or when they fall behind with their studies. Internal verification is thorough and meets external awarding body requirements. Timely and comprehensive initial assessment identifies learners’ individual needs at an early stage. Follow-up support is quickly available and highly effective. However, outcomes are not used consistently enough to plan learning and set

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Contributory grades:

individual targets for the minority of learners who decline additional support.

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Contributory grades:

20. The college has outstanding success in meeting the needs and interests of learners, the community and employers. It is particularly successful in promoting learning through its highly successful full-time, part-time and employer-based programmes. The range of provision is outstanding. Progression pathways are carefully matched to local needs. Since the last inspection the college has significantly increased its level 1 provision and work- based learning through its T2G and apprenticeship programmes. Very effective use is made of employer and learner feedback to inform the further development of programmes. There is a strong and effective commitment to stimulate learner participation in college life. Many learners succeed in attaining additional relevant qualifications. Very few learners transfer between courses or leave their programmes early. Extensive arrangements exist with local schools to offer a good range of options for 14 to 16 year-olds. Links with employers

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Contributory grades:

and other community and social partners are highly productive and they regard the college as particularly responsive to their needs. Many projects are developed which are successfully engaging hard to reach learners in the community. The college is aware of the need to develop better arrangements to ensure that all learners have the opportunity for appropriate work experience. Enrichment activities are extensive and highly valued by learners. Group tutorials are highly effective and include a core of activities including lifestyle and healthy living issues.

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Contributory grades:

21. Guidance and support for learners are outstanding. Information, advice and guidance for courses, progression and support are comprehensive, impartial and accessible. An extensive range of effective pre-entry activities successfully supports the transition from school to college. Induction is very good and helps learners quickly settle into college life. Interview and selection processes are comprehensive and ensure that learners are enrolled onto the right course. Extensive consultation and communication with parents and employers takes place throughout the year. Additional learning and specialist learning support is outstanding and learners with learning difficulties and/or disabilities achieve very well. Information technology (IT) is used well to support learners and there is good staff training to help identify learner needs. There is effective, external multi-agency support for the most vulnerable learners. Group tutorials

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Contributory grades:

provide excellent personal and social education. Learners benefit from excellent pastoral support and a wide range of welfare services. Specialist resources appropriately meet the needs of learners with learning difficulties and/or disabilities.

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Contributory grades:

Equality of opportunity Good: grade 2 Work-based learning Good: grade 2 Train to gain Good: grade 2

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Contributory grades:

22. Overall leadership and management are outstanding and in work-based learning and T2G it is good. The self-assessment report correctly identifies strong strategic direction from senior leaders and governors which contributes very effectively to the outstanding success rates and quality of provision. Board members are committed, challenging and possess a broad range of skills and expertise supported through appropriate training. They are well informed and receive a high standard of timely, accurate and useful information which enables them to monitor closely the performance of the senior leadership team and the college’s overall performance. A culture of mutual respect is promoted very successfully. Staff and learners understand roles, responsibilities, expectations and share college values. Staff are highly committed and motivated and are effectively encouraged to participate, contribute and take

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Contributory grades:

ownership for learners’ success. Communication effectively ensures that staff at all levels are well informed. Teamwork, empowerment and a collective goal to raise student success, is the key driver underpinning the performance management process. Policies and procedures for safeguarding learners meet current government requirements.

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Contributory grades:

23. Performance management is highly effective. A very ambitious approach to target setting and action planning is used. In most areas there is a clear focus on reducing bureaucracy. Business and development planning are very effective and clearly aimed at raising standards. Resources and accommodation are extremely well managed and increasingly take into account sustainability issues. Financial management is outstanding and provides excellent value for money. Staff are very well supported to achieve their individual targets through personalised development, the observation process and training initiatives. Management information is valued by all staff and used effectively as an important tool for aiding action planning and self-assessment.

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Contributory grades:

24. Quality improvement arrangements are rigorous. A culture of continuous quality improvement is firmly embedded across the college. Strategies to improve retention and achievement are successful. Lesson observations are supportive in driving improvements in the quality of lessons. However, in a small number of cases, too much emphasis is placed upon a small number of lesson observations to evaluate the overall quality of teaching and learning and the range of other evidence used is not broad enough. The outcomes of observations are used well to inform staff development and the sharing of good practice. The college’s own T2G provision is well managed. However, arrangements to assure the quality of the subcontracted T2G provision are insufficiently rigorous. The self-assessment process is comprehensive and inclusive. The report reflects accurately the key strengths and areas for improvement. The development plan clearly links to self-assessment and

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Contributory grades:

25. Links with external partners are very productive. The college plays a key role in many initiatives and often uses its resources in a creative way to provide support. Activities with schools contribute very well to ensure arrangements for learners aged 14 to 19 are effective. There is a meaningful two-way relationship with employers which encourages and guides college provision.

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Contributory grades:

26. Promotion of equality of opportunity is good and permeates throughout the college. Equality champions help to ensure equality and diversity infuses each of the curriculum areas. The college works hard to promote a cohesive community based on respect, shared values and a celebration of diversity. Difference is celebrated and respect for others is promoted as paramount. The culture of the college is very supportive and staff and learners are valued as individuals. Data are rigorously analysed and success rates are compared against ethnicity, disability, age and gender. There are no significant differences in the performance of groups. A clear focus on impact assessment is evident and measured through performance and audit activities. The college is fulfilling legislative requirements regarding race, gender and disability and is currently pursuing the development of a single equality plan. Governors closely monitor

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Contributory grades:

the impact of all policies. The board of governors is not yet representative of the community in terms of minority ethnic communities but considers this in its recruitment and selection arrangements. The college recognises there are a few missed opportunities to promote equality of opportunity within teaching and learning. Plans are in place to further improve aspects of equality of opportunity. Outstanding management of pastoral support helps learners behave in a mature and responsible way and learn to value the qualities of tolerance and understanding.

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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

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Table 1

05/06 279 82 69 13 738 67 65 2 06/07 476 78 74 4 537 84 70 14 All Long – Level 1

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Table 1

07/08* 519 86 N/A 316 86 N/A 06/07 ... ... ... ... ... ... ... ... GNVQs/AVCEs 07/08* ... ... N/A ... ... ... N/A ... 05/06 55 95 72 23 5 100 74 26 06/07 106 91 75 16 31 97 77 22 NVQs

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Table 1

07/08* 162 93 N/A 28 93 N/A 05/06 224 79 69 10 733 67 65 2 06/07 370 74 74 0 506 83 70 13 Other

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Table 1

* College data … Too few starts to warrant inclusion

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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 … Too few starts to warrant inclusion 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 2

05/06 733 76 66 10 819 75 66 9 06/07 901 81 70 11 672 79 69 10 All Long – Level 2

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Table 2

07/08* 903 86 N/A 500 79 N/A 05/06 134 69 68 1 119 70 67 3 06/07 119 78 71 7 83 82 70 12 GCSEs

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Table 2

07/08* 154 83 N/A 101 83 N/A 06/07 ... ... ... ... ... ... ... ... GNVQs/AVCEs 07/08* ... ... N/A ... ... ... N/A ... 05/06 171 79 65 14 314 73 68 5 06/07 154 85 68 17 342 77 69 8 NVQs

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Table 2

07/08* 170 90 N/A 218 76 N/A 05/06 428 77 66 11 386 79 65 14 06/07 628 81 70 11 247 82 69 13 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

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Table 3

05/06 1376 78 71 7 977 69 64 5 06/07 1563 82 73 9 808 73 68 5 All Long –Level 3

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Table 3

07/08* 1850 81 N/A 606 83 N/A 05/06 202 97 87 10 24 96 72 24 06/07 187 96 87 9 16 100 76 24 *A/A2 Levels 07/08* 162 95 N/A 30 83 N/A 05/06 403 79 67 12 30 70 55 15 06/07 458 79 69 10 5 100 59 41 AS Levels

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Table 3

07/08* 695 71 N/A 2 50 N/A 05/06 12 75 66 9 24 96 57 39 06/07 ... ... ... 28 75 59 16 GNVQs/AVCEs 07/08* ... ... N/A 24 88 N/A 05/06 55 87 71 16 200 63 63 0 06/07 95 86 74 12 141 79 69 10 NVQs

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Table 3

07/08* 45 89 N/A 126 83 N/A 05/06 704 71 65 6 699 69 64 5 06/07 823 79 70 9 618 70 69 1 Other

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Table 3

* college data … Too few starts to warrant inclusion

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Table 4

Success rates on work-based learning apprenticeship programmes managed by the college, 2006 to 2008

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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** overall 80 66 52 55 43 05/06 timely 72 44 34 36 27 overall 81 72 63 69 56 06/07 timely 79 67 43 62 38 overall 77 82 68 74 63 Advanced Apprenticeships

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Table 4

07/08# timely 73 81 48 75 44 overall 114 55 57 48 51 05/06 timely 116 34 37 31 33 overall 204 72 64 70 60 06/07 timely 186 61 47 60 45 Overall 200 73 67 69 64 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 (ILR) # QSR report.

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Table 5a

Success rates on work-based learning Train to Gain NVQ programmes managed by the provider/college, 2007 to 2009.

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Table 5a

Programme End Year Success rate No. of learners* college/provider NVQ rate** overall 204 91 2006/07 timely 204 55 overall 405 85 2007/08 timely 405 69 overall 1097 74 Train to Gain NVQ

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Table 5a

Note: 2008/09 data is ‘part year’ only and is representative of the first three months or greater of the LSC contract year

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Table 5a

* 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 ** NVQ qualification success rates are calculated using data supplied to Ofsted by the college/provider prior to inspection

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Table 5b

Success rates on work-based learning Train to Gain skills for life programmes managed by the college, 2007 to 2009

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Table 5b

Programme End Year Success rate No. of learners* college/provider skills for life rate** overall 22 100 2006/07 timely 22 82 overall 13 81 2007/08 timely 13 54 overall 2320 100 Train to Gain (skills for life)

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Table 5b

Note: 2008/09 data is ‘part year’ only and is representative of the first three months or greater of the LSC contract year

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Table 5b

* 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 ** Skills for life qualification success rates are calculated using data supplied to Ofsted by the college/provider prior to inspection

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Table 6

Outcomes on Entry to Employment (E2E) programmes managed by the college, 2006 to 2009

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Table 6

Note: 2008/09 data is ‘part year’ only and is representative of the three months or greater of the LSC contract year

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Table 6

* These are key objectives identified for each learner following an E2E programme ** Progression is measured in terms learners’ movement to further education, education and employment, during or at the end of their training period.

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Table 6

Note: E2E ‘achieved objective’ and ‘progression’ rates are calculated using data supplied to Ofsted by the college/provider prior to inspection.

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Table 6

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Table 6

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. Year Number of leavers in the year Achieved objectives rate* (%) Progression rate** (%) 2005/06 52 48 31 2006/07 88 50 36 2007/08 106 59 54 2008/09 (9 months) 129 64 60

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