Halesowen College

Audience Post-sixteen Published date June 2009 Provider reference 130476 Provider reference 130476

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Published date June 2009 Halesowen College Inspection report

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Contents

Background information ………………………………………………………………………. 3

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Contents

Summary of grades awarded………………………………………………………………… 5

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Contents

Overall judgement ………………………………………………………………………………. 6

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Contents

Key strengths and areas for improvement …………………………………………….. 7

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Contents

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. Halesowen College is a tertiary college located in the Metropolitan Borough of Dudley eight miles West of Birmingham. It operates from three sites close to the centre of Halesowen. The main campus consists of the premises of the former college of further education (FE) and eight blocks constructed since 1982. The college also operates from a number of outreach centres. 2. The college serves a local population from surrounding townships in the Boroughs of Dudley and Sandwell and West Birmingham. The area served by the college is primarily urban in character and includes wards with a high index of deprivation. The number of full-time learners aged 16 to 18 has increased from 2,780 in 2004/05 to 3,524 in 2007/08. In addition, there are 291 part-time LSC-funded learners aged 16 to 18. In 2007/08, 253 adults studied full time and 1,481 studied part time.

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Description of the provider

3. The college offers programmes in 11 sector subject areas, higher education in partnership with three local higher education institutions (HEIs), community learning, Train to Gain and work-based learning. It has a Centre of Vocational Excellence (CoVE) in Professional Accountancy Support Services.

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Description of the provider

4. The college provides places for about 950 young people aged 14 to 16 on a variety of programmes. It is the lead partner in the Halesowen Education Consortium which includes local secondary schools through the Halesowen Education Trust and plays a lead role in township developments for shared services with the local authority. These links support the college’s mission ‘to strive for excellence in delivering opportunities for education and training in Halesowen and the surrounding area’. The proportion of learners from Black, Asian and other minority ethnic backgrounds attending college is 22%. About two thirds of the college’s learners are female. The proportion of pupils in Dudley and Sandwell gaining five GCSEs at A* to C, including English and mathematics in 2008, was 46% and 31% respectively, compared to the national average of 47%.

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Leadership and management Good: Grade 2

Equality of opportunity Good: contributory grade 2

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Effectiveness of provision Good: Grade 2

5. The college’s overall effectiveness is good as are achievement and standards. The overall success rates are well above the national average and are outstanding at levels 1 and 2 for all learners, including those aged 14 to 16. The substantial level 3 provision is satisfactory, with improving high grades at General Certificate of Education (GCE) AS and A levels and learners achieving as expected. Train to Gain and work-based learning success rates are good and improving. Learners develop very good workplace skills.

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Effectiveness of provision Good: Grade 2

6. Teaching and learning are good. The college has increased the proportion of good or better teaching substantially. Learners enjoy their lessons although they are not always sufficiently challenged. Learners with additional learning needs receive excellent support. The college’s observation of teaching and learning is accurate in its judgements but errs on the side of generosity in its grading of outstanding lessons.

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Effectiveness of provision Good: Grade 2

7. The college’s response to meeting the needs and interests of learners and employers and its approach to educational and social inclusion are outstanding. The very good range of courses includes an increasing amount of relevant vocational courses and Train to Gain provision. Many learners from areas of high deprivation progress well within the college and to higher education (HE).

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Effectiveness of provision Good: Grade 2

8. Guidance and support are good. The college has comprehensive and effective arrangements covering recruitment, induction and advice and guidance. Tutorials are effective at maintaining attendance and retention at high levels but have had less effect on improving learners’ progress compared with their prior levels of attainment.

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Effectiveness of provision Good: Grade 2

9. Leadership and management are good. The principal and senior managers provide open and consultative management. Strategic planning is very good and accountability is strong. Morale throughout the college is high. Quality assurance supports improvements in provision but some curriculum action plans lack rigour. Self-assessment identifies most main strengths and weaknesses. The promotion of equality of opportunity is good but some aspects of monitoring arrangements are underdeveloped. Governance is good. Financial management and value for money are outstanding.

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Capacity to improve Good: Grade 2

10. The college’s capacity to improve is good. Staff have confidence in managers. The improvement in learners’ achievement demonstrates the positive impact of quality improvement strategies. Procedures for lesson observation are rigorous. Self-assessment is well established and inclusive. The resulting report is accurate, although some strengths have been overstated, resulting in the overgrading of some aspects of provision. Resources are well targeted on learners’ needs and governors monitor the work of the college effectively. Financial management is outstanding.

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improvement since the last inspection

11. The college has made outstanding progress in addressing the areas for improvement identified at the last inspection, whilst successfully adding a significant vocational dimension to its range of courses. The proportion of good and better teaching has improved significantly and links with employers are a key strength of the college. The take-up of additional support by learners is exceptionally good and the success rates of learners who receive this support are very high. Improvements to provision are now more consistent between sector subject areas and the changes to the curriculum are now firmly embedded. Retention rates have improved substantially to above the national averages.

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Key strengths

 outstanding success rates at levels 1 and 2  outstanding 14 to 16 provison  good development of practical and professional skills  excellent additional learning support  extremely good links with schools and local employers  very responsive range of provision  excellent arrangements for strategic management  open and consultative management and high morale  outstanding financial management and value for money.

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The college should address:

 improving learners’ progress compared with their prior levels of attainment and improving high grades  improving the challenge learners receive in some lessons  the underdeveloped monitoring arrangements for some aspects of equality and diversity  the rigour of curriculum action plans.

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Contributory grade:

Learners aged 14 to 16 Outstanding: grade 1

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Contributory grade:

12. Achievement and standards are good. The overall success rates are well above the national average and long success rates continue to be high. Success rates are outstanding at levels 1 and 2 for all learners and are exceptionally high for adults at level 1. Success rates for the majority of the college’s enrolments, for learners aged 16 to 18 at level 3, are broadly satisfactory. The success rate for the significant vocational element within the level 3 provision is slightly above sector averages. High grades at GCE AS and A level have improved substantially in the past year, with AS high grades in line with the sector average but A-level high grades below the average. Learners on level 3 programmes make the progress expected given their prior qualifications and attainment. Success rates for the majority of sector subject areas (SSAs) are above average. Over the past year, the SSAs of health and social care, information and communication

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Contributory grade:

technology (ICT), retailing, sports and business administration have improved their success rates markedly. Levels of progression to further study within the college are high, particularly from level 1 to 2. Progression to higher education from level 3 programmes is also good. Retention remains above the national average and continues to improve. Attendance is high and learners’ behaviour is exemplary.

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Contributory grade:

13. Success rates on the Train to Gain programme are high and improving. Data from the college for the first eight months of 2008/09 indicate that framework achievement on work-based learning programmes has improved significantly from a low base and is now high. Success rates for learners aged 14 to 16 are outstanding with good progression to college provision. Key skills success rates are satisfactory. Success rates for most minority ethnic learners are generally high but success rates for black Caribbean learners are well below the college average. Success rates for those in receipt of additional learning support are high. The standard of learners’ work is good. Learners produce high standards of practical work and have good opportunities to develop workplace skills, which help them achieve good economic well-being.

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Quality of provision Good: Grade 2

14. The quality of provision is good, which is lower than the college’s self-assessed judgement. Teaching and learning are good. The proportion of lessons which are good or better has increased substantially since the last inspection. A very effective staff development programme has been instrumental in improving teaching and learning and has successfully targeted satisfactory and inadequate teaching. In the large majority of good lessons, teachers plan a wide range of interesting activities making full use of different teaching strategies. Most teachers use questioning techniques well to check learners’ understanding. Learners enjoy lessons and relationships between staff and learners are good. Teachers have good levels of subject and vocational expertise and learners develop good practical and professional skills in vocational areas. The use of information learning technology (ILT) to enhance learning in lessons is

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Quality of provision Good: Grade 2

satisfactory. Examples of the creative use of ILT are not widespread. Teachers and learners increasingly use the well-populated virtual learning environment. In a few lessons, teachers do not challenge learners sufficiently or provide them with tasks and resources which stretch their ability levels. Therefore, some learners do not make fast enough progress. Assessment is good. Work is marked promptly and written feedback is clear and helpful so that learners understand how they can improve their work. The on-line tracking system used in ICT is excellent and provides learners with a very good overview of progress. Rigorous systems are in place to ensure assessment is accurate. Assessment in the workplace is flexible in approach.

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Quality of provision Good: Grade 2

15. Learners diagnosed with additional learning needs receive outstanding support. Initial assessment is thorough and support is provided swiftly. The Personal Skills Development team provides a diverse range of classroom and one-to-one support. Support is very effective in helping learners make good progress. The involvement of parents and carers is satisfactory.

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Quality of provision Good: Grade 2

16. The college’s evaluation of the quality of teaching and learning is accurate but the grading of outstanding lessons is generous. The quality of judgements on written observation records does not give a strong enough evaluation of the extent of learning taking place in the lesson. Promotion of equality and diversity within lessons is mostly good but in some cases teachers do not make good use of opportunities in lessons to reinforce equality themes. The observation of teaching and learning does not sufficiently evaluate equality and diversity.

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Quality of provision Good: Grade 2

17. The response to meeting the needs and interests of learners and local employers is outstanding, which agrees with the self-assessment report. The extremely relevant range of provision takes particularly effective account of government priorities. Since the last inspection, the range of vocational courses has increased significantly. The college offers a very successful programme for learners aged 14 to 16 and a growing and particularly useful range of Train to Gain and HE provision. The range of curriculum enrichment activities for learners is good and gives them outstanding opportunities to make a positive contribution to their community.

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Quality of provision Good: Grade 2

18. Educational and social inclusion are outstanding. Very responsive provision for those under-represented in education includes programmes for communities located in areas of deprivation and with particular faith requirements. An extremely useful range of courses is in place for those with learning difficulties and/or disabilities, whose first language is not English, or who need to improve their literacy and numeracy skills. The extensive college bus service collects substantial numbers of learners from areas of deprivation to study at the college. Of the learners progressing to HE, many are from areas of high deprivation. Managers have been quick to arrange programmes for those affected by changes in local economic conditions. 19. Guidance and support are good, which is lower than the self-assessment report grade. Comprehensive and effective recruitment arrangements are in place. The thorough interview process ensures that learners are on the most appropriate

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Quality of provision Good: Grade 2

course. Induction settles learners on to their courses quickly and effectively. Learners receive comprehensive advice and guidance on careers, whether related to higher education, employment or further training and education.

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Quality of provision Good: Grade 2

20. The improved tutorial arrangements have a greater focus on individual tutorials to enhance learners’ performance. Group tutorials are relevant and topical. Individual tutorials review learners’ performance thoroughly and maintain high levels of attendance, punctuality and retention. However, their impact on success rates and improving learners’ progress, compared with their prior levels of attainment, is mixed. A minority of learning targets to improve learners’ work is too general to be effective. Reviews of progress for work-based learners are inconsistent.

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Quality of provision Good: Grade 2

21. Counselling, welfare, personal support and health promotion services are strong. Learners have particularly high awareness of the importance of good sexual health. Links with external support agencies are well established. Learners speak very positively of the support they receive from staff.

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Contributory grade:

22. Leadership and management are good, which is lower than the college’s judgement. Improvements in success rates and the quality of teaching and learning have been secured through the wholehearted commitment of staff at all levels in the organisation. The college has met or exceeded recruitment targets during each of the last three years. The principal and senior managers provide open and consultative management, which is characterised by clear communication and highly effective teamwork. Accountability is strong, so that managers at all levels are clear about their responsibilities, yet are encouraged to take an initiative. Staff and governors support the college’s values fully. Morale throughout the college is high.

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Contributory grade:

23. Strategic planning is very good and has at its heart the college’s drive to improve participation, achievement and the quality of learners’ experiences. The concise strategic plan is supported by sophisticated functional plans and risk analysis. Links between business and operational planning are articulated clearly and provide a secure basis for planning throughout the college. Curriculum management is good; the variability in the performance of different curriculum areas identified at the last inspection has been remedied.

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Contributory grade:

24. Quality assurance supports improvements in provision, although in some aspects, such as the proportion of high grades and success rates at level 3, improvements since the last inspection have been slower to achieve than the college intended. Accurate management information is used effectively to support the detailed analysis of all aspects of the college’s performance. Lesson observation procedures are rigorous and have underpinned the improvement in teaching and learning. The quality improvement plan provides an excellent range of well-considered actions to promote further improvement. Curriculum plans are satisfactory but they lack the rigour of the full college plan. Self- assessment is an inclusive and comprehensive process which identifies the main strengths and areas for improvement. However, the report overestimates the significance of some of the college’s strengths and gives an over-optimistic

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Contributory grade:

assessment of some aspects of provision.

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Contributory grade:

25. The promotion of equality of opportunity is good. The college complies with current government requirements for child protection and provides a safe and welcoming environment for learning. Accessibility for learners with restricted mobility across all college sites is very good. The college complies with the requirements of the Race Relations (Amendment) Act 2000 and the Disability Discrimination Act 2005. A single equality scheme is in place and the performance of different groups of learners is analysed carefully at curriculum and college level. However, the equality and diversity monitoring arrangements are underdeveloped. The recruitment of minority ethnic learners has increased and is well above the local average. The college has successfully increased the proportion of staff from minority ethnic heritages, and of those declaring a disability, to well above the local average.

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Contributory grade:

26. Teachers are well qualified and experienced. They benefit from the extensive training opportunities available to them, particularly in relation to improving teaching and learning. The accommodation is very good and college sites are maintained well. Resources to support learning are excellent, with particularly impressive ILT provision that is used well by learners.

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Contributory grade:

27. Governance is good. Governors are highly experienced and provide a very good level of support and challenge. They act decisively to ensure learners’ best interests receive the highest priority. Financial management and the deployment of resources are outstanding. The college provides outstanding value for money.

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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 1013 81 69 12 1272 88 65 23 06/07 527 85 74 11 961 90 70 20 1 Long

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Table 1

07/08* 416 87 739 97 05/06 6 50 73 -23 - - - - 06/07 - - - - - - - GNVQs and precursors 07/08* - - - - 05/06 43 60 72 -12 10 50 74 -24 06/07 70 70 75 -5 1 100 75 25 NVQs

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Table 1

07/08* 42 93 3 100 05/06 839 81 69 12 1262 89 65 24 06/07 457 88 74 14 959 90 70 20 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 1316 69 66 3 262 69 66 3 06/07 965 74 70 4 210 70 69 1 2 Long

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Table 2

07/08* 1142 81 199 84 05/06 302 71 68 3 54 63 67 -4 06/07 288 80 71 9 48 75 70 5 GCSEs

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Table 2

07/08* 472 81 46 87 05/06 24 50 69 -19 - - - - 06/07 1 100 73 27 - - - - GNVQs and precursors 07/08* 12 100 1 100 05/06 59 54 65 -11 47 36 68 -32 06/07 188 71 68 3 66 62 69 -7 NVQs

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Table 2

07/08* 211 81 85 84 05/06 925 70 66 4 161 81 65 16 06/07 487 71 70 1 96 73 69 4 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 4484 75 71 4 597 73 64 9 06/07 5039 75 73 2 602 74 68 6 3 Long

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Table 3

07/08* 4823 78 492 74 05/06 963 90 87 3 33 91 72 19 06/07 1299 91 87 4 35 74 76 -2 A/A2 Levels 07/08* 1316 92 11 91 05/06 2577 73 67 6 31 71 55 16 06/07 2866 70 69 1 46 57 59 -2 AS Levels

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Table 3

07/08* 2338 71 14 93 05/06 170 61 66 -5 5 20 57 -37 06/07 - - - - - - GNVQs and precursors 07/08* - - - - - - 05/06 29 72 71 1 19 84 63 21 06/07 66 77 74 3 42 67 69 -2 NVQs

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Table 3

07/08* 58 93 41 90 05/06 745 68 65 3 509 72 64 8 06/07 808 69 70 -1 479 76 69 7 Other

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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* College NVQ rate ** National NVQ rate** College framework rate** National framework rate** overall 13 85 52 62 43 05/06 timely 14 57 34 43 27 overall 14 57 63 57 56 06/07 timely 13 38 43 38 38 overall 10 80 68 80 63 Advanced Apprenticeships

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Table 4

07/08 timely 10 50 48 50 44 overall 48 56 57 42 51 05/06 timely 55 35 37 27 33 overall 54 59 64 56 60 06/07 timely 54 31 47 30 45 Overall 52 54 67 38 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 and national qualification success rates are calculated using LSC published data derived from the Individual Learning Record (ILR)

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Table 5a

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

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Table 5a

Programme End Year Success rate No. of learners* college NVQ rate** overall 185 69 2006/07 timely 16 13 overall 163 81 2007/08 timely 82 62 overall 158 86 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 prior to inspection

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Table 5a

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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