Other · Ofsted report
Setting
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- Inspectorssingle source
Jan Smith
- Postcode verified
DL1 1DR
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No standout praise found.
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No strong criticism found.
Next steps
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- We discussed the need to continue to develop with the army ways of embedding literacy and additional support within the 26 week army training, building on the initial assessment carried out at recruitment. p.2
- I hope these observations are useful as you continue to develop literacy learning in the college. p.2
- As I explained previously, a copy of this letter will be sent to your local learning and skills council and will be published on Ofsted’s website. p.2
- It will also be available to the team for your next institutional inspection. p.2
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Anatomy of the report
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- Pages
- 2
- Words of findings
- 120
- shorter than usual (typical 1049)
- Reading level
- Hard
- Flesch 38, typical 45
- Average sentence
- 20 words
- Next steps
- 4
- typical 5
- Hedged sentences
- 0%
- “some”, “not always”, “most”…
Where the words go
Full report text
Aviation House 125 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk
p.1
Ms S Robinson Principal and Chief Executive Darlington College Central Park Haughton Road Darlington DL1 1DR
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Ofsted subject survey: good practice in literacy
Thank you for your hospitality and co-operation, and that of your staff, during my visit on 13 October 2009 to look at work in literacy.
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Ofsted subject survey: good practice in literacy
The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions, but individual institutions will not be identified in the main text without their consent.
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Ofsted subject survey: good practice in literacy
The evidence used to inform the judgements made included interviews with senior staff, tutors and learners, two observations of literacy teaching, and supporting documentation provided by the college.
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Features of good practice observed
The college has good strategic links with the Ministry of Defence and schools to support the development of literacy programmes for a wide range of learners facing barriers to achievement. This includes very successful programmes for disaffected 14-16 year old learners and for new army recruits.
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Features of good practice observed
Very good contextualisation of literacy teaching helps to motivate learners and make literacy learning meaningful.
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Features of good practice observed
The college makes very effective use of initial and ongoing diagnostic assessment to set specific literacy targets for course and lessons.
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Features of good practice observed
The balance in curriculum planning and delivery between the development of technical language skills, such as the correct use of punctuation and recognition of homophones, and the appropriate use of language to communicate for different purposes is good. The varied and engaging teaching strategies, such as the use of games and mnemonics make learning fun and focus on small steps towards success.
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Features of good practice observed
The support for learners with dyslexia to develop strategies for independent learning is very effective.
p.2
Features of good practice observed
Teachers place a strong emphasis on improving learners’ capacity to learn independently by encouraging informed choice over the strategies and activities they use.
p.2
Areas for development
We discussed the need to continue to develop with the army ways of embedding literacy and additional support within the 26 week army training, building on the initial assessment carried out at recruitment.
p.2
Areas for development
I hope these observations are useful as you continue to develop literacy learning in the college.
p.2
Areas for development
As I explained previously, a copy of this letter will be sent to your local learning and skills council and will be published on Ofsted’s website. It will also be available to the team for your next institutional inspection.
p.2
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