Bournville College of Further Education Inspection Report 2000Bournville College of Further Education Contents Paragraph Summary Context The college and its mission 1 The inspection

R E P O RT FROM THE INSPECTORATE

1999-00

BournvilleCollege

of FurtherEducation

THEFURTHEREDUCATIONFUNDINGCOUNCIL

THE FURTHER EDUCATION FUNDING COUNCIL

The Further Education Funding Council (FEFC) has a legal duty to makesure further education in England is properly assessed. The FEFC’sinspectorate inspects and reports on each college of further educationaccording to a four-year cycle. It also inspects other further educationprovision funded by the FEFC. In fulfilling its work programme, theinspectorate assesses and reports nationally on the curriculum,disseminates good practice and advises the FEFC’s quality assessmentcommittee.

College inspections are carried out in accordance with the framework andguidelines described in Council Circulars 97/12, 97/13 and 97/22.Inspections seek to validate the data and judgements provided by collegesin self-assessment reports. They involve full-time inspectors and registeredpart-time inspectors who have knowledge of, and experience in, the workthey inspect. A member of the Council’s audit service works withinspectors in assessing aspects of governance and management. Allcolleges are invited to nominate a senior member of their staff toparticipate in the inspection as a team member.

Cheylesmore HouseQuinton RoadCoventry CV1 2WTTelephone 024 7686 3000Fax 024 7686 3100Website www.fefc.ac.uk

© FEFC 2000 You may photocopy this report and use extracts inpromotional or other material provided quotes ar eaccurate, and the findings are not misrepresented.

Bournville College of Further Education

Contents

Paragraph

Summary

Context

The college and its mission 1

The inspection 6

Curriculum areas

Science 9

Floristry and horticulture 15

Leisure and tourism 21

Childcare, health and social care 28

Access to higher education, teacher educationand British sign language 35

ESOL and pre-vocational access 41

Basic skills 46

Cross-college provision

Support for students 52

General resources 59

Quality assurance 66

Governance 76

Management 85

Conclusions 94

College statistics

Grade DescriptorsInspectors assess the strengths and weaknessesof each aspect of provision they inspect. Theirassessments are set out in the report. They usea five-point scale to summarise the balancebetween strengths and weaknesses.

The descriptors for the grades are:

• grade 1 – outstanding provision which hasmany strengths and few weaknesses

• grade 2 – good provision in which thestrengths clearly outweigh the weaknesses

• grade 3 – satisfactory provision withstrengths but also some weaknesses

• grade 4 – less than satisfactory provisionin which the weaknesses clearly outweighthe strengths

• grade 5 – poor provision which has fewstrengths and many weaknesses.

Audit conclusions are expressed as good,adequate or weak.

Aggregated grades for aspects of cross-collegeprovision and curriculum areas, for collegesinspected during 1998-99, are shown in thefollowing table.

Grade

1 2 3 4 5% % % % %

Curriculumareas 10 53 30 7 –

Cross-college provision 14 54 23 7 2

Source: Quality and Standards in Further Educationin England 1998-99: Chief inspector’s annual repor tSample size: 104 college inspections

Student AchievementsWhere data on student achievements appear intables, levels of achievement are shown in threeways:

• as number of starters, which is the numberof enrolments on qualifications where thestudent was expecting to complete thequalification that college year. Forexample, a student on a two-yearprogramme who began their programme in October 1995, would appear in theresults for 1996-97 because this is theyear in which they expected to completetheir qualification

• as a retention rate, which is thepercentage of qualifications which studentshave completed as expected or where theyare continuing their studies beyond theexpected end date of the qualification. Forprogrammes of study of two years or more,retention is calculated across the wholeprogramme, that is, from the start to theend of the qualification

• as an achievement rate, which is thenumber of qualifications students havefully achieved as a percentage ofcompleted qualifications with a knownoutcome. Partial achievements are notincluded.

Bournville College of FurtherEducation

West Midlands Region

Inspected May 2000

Bournville College of Further Education is ageneral further education college in south-westBirmingham. It offers courses in all of theprogramme areas funded by the FEFC. Work insix programme areas together with basic skillsand aspects of cross-college provision wereinspected. Inspectors agreed with some of thejudgements in the self-assessment report.However, a number of strengths identified bythe college were no more than normal practice.Inspectors found additional strengths andweaknesses which the college had not identified.In most curriculum areas insufficient weight wasgiven to poor rates of retention and achievementon some courses.

The proportion of lessons judged by inspectorsto be at least satisfactory is similar to theaverage for the sector as a whole.Comparatively fewer lessons were good oroutstanding. In effective lessons students weremotivated and responsive. Teachers ensuredthat students understood their work. In someof the less satisfactory lessons there was noappropriate planning to ensure that suitabledemands were made on students of differentabilities. Rates of student retention at levels 2

and 3 have been below the national averagefor the sector over the last three years.Students’ achievements overall are at, orabove, the national benchmarks at levels 1, 2and 3. The college has been successful inwidening participation in further education andcontinues to maintain a tradition of workingwith students who have learning difficultiesand/or disabilities. Since the last inspection thecollege has improved its financial position andthe quality of, and access to, much of itsteaching accommodation. There is goodsupport for students with specific learningdifficulties, such as dyslexia. Staff developmentactivities are well managed. The collegemakes good use of the expertise of governors.The corporation closely monitors theeducational performance of the college.Communications within the college are good.The college, through its highly effectivecontribution to local partnerships, continuesto serve the needs of the wider community.The college should improve: the standard ofprovision in science; student rates of retentionand achievement on some courses; additionallearning support; tutorials and careers guidance;space utilisation; the library; course reviewsand action plans; access to managementinformation; and the quality of curriculum andcross-college management in some areas.

The grades awarded as a result of the inspectionare given below.


1

Summary

Curriculum area Grade

Science 4

Floristry and horticulture 3

Leisure and tourism 3

Childcare, health and social care 3

Access to higher education, teachereducation and British sign language 2

ESOL and pre-vocational access 3

Basic skills 3

Cross-college provision Grade

Support for students 4

General resources 3

Quality assurance 3

Governance 2

Management 3

The College and its Mission

1 Bournville College of Further Education is amedium-sized general further education collegewhich was established in 1913. It occupies asingle site campus in south-west Birmingham.The college also provides courses for its localcommunities in 58 outreach centres away fromthe main campus. It recruits students fromBirmingham, Bromsgrove, Dudley and Sandwell.The college provides courses in all programmeareas funded by the Further Education FundingCouncil (FEFC). Courses range from entry levelto higher education. Most provision is in thecurriculum areas of basic skills, business,health and community care, hotel and catering,humanities and science. The college has abusiness school, health and care centre, sixthform centre, science and technology centre anda wholly owned subsidiary, Praxis SolutionsLimited. In addition, the college has franchisepartnerships with a small number of localproviders which account for less than 15% oftotal provision. The college has respondedpositively to the needs of many refugees andasylum seekers in the area.

2 The overall unemployment rate in theWest Midlands is 4.3%, and in Birmingham9.1%. In south-west Birmingham the ratevaries between 4.7% and 10%. In some partsof the area from which the college recruits, theunemployment rate is 26% and deprivation issignificant. The college has been identified bythe FEFC as one of a group of colleges thattypically recruits a high percentage of studentsfrom disadvantaged areas. Over half of thestudents currently enrolled are from such areas.

3 The college is open for six days and fourevenings each week and its enrolmentprogramme operates for 50 weeks of the year.In November 1999, 17,690 students wereenrolled, of whom 16,223 were part time.Women students comprised 58% of enrolments.Students from minority ethnic groupscomprised 36% of full-time enrolments and

13% of part-time enrolments. Students under16 years of age totalled 148. The number of16 to 18 year old students increased by 5% in1998-99. While 57% of 16 to 18 year olds camefrom districts close to the college, there was anincrease of 5% in the number enrolling frominner-city areas. In addition to specialistcolleges, there are six other further educationcolleges and three sixth form colleges inBirmingham. The city has a considerablenumber of independent schools, grammarschools and schools with sixth forms as wellas private training organisations.

4 The college’s senior management teamcomprises the principal, vice-principal, directorof finance, director of human resources andthe corporation secretary. The collegemanagement team includes three facultyheads, the estates manager, communitydevelopment manager, head of client andexternal relations and the facultyadministration manager. Thirteen programmeareas have responsibility for the curriculum.Since incorporation the college has continuedto work well with Birmingham City Council andwith the Birmingham and Solihull Training andEnterprise Council (TEC). There are strong linkswith a range of higher education institutionsand a formal partnership with two local ones.There are good links with local employers, localschools and a wide range of local communityorganisations. Since the last FEFC inspectionin 1996 the college has improved its financialposition significantly. It has also won manylocal, regional and national awards in bothcurricular and cross-college areas.

5 The college has a strong commitmentto widen participation in education andtraining among those groups which have nottraditionally entered further educationand among people who are disadvantaged.Work with students with learning difficultiesand/or disabilities began in the late 1960s.The college’s mission statement emphasises:financial efficiency; high-quality provision;


2

Context

and the importance of the ‘social agendum’,which covers work for the benefit of the localcommunity. It also lists 11 values whichare priorities for the college. These includereferences to continuous improvement andpartnerships based on mutual goodwill.The college’s key strategic aims are to: ensurea sound financial base; provide a diverse rangeof education and training; develop and expandpartnerships; and apply a philosophy ofcontinuous improvement.

The Inspection

6 The college was inspected in May 2000.Inspectors had previously evaluated thecollege’s self-assessment report and consideredinformation about the college provided by otherdirectorates of the FEFC. Inspectors used dataon students’ achievements drawn from thecollege’s individualised student record (ISR)returns to the FEFC for 1997 and 1998.Inspectors checked the college’s own data onstudents’ achievements for 1999 againstprimary sources such as class registers andpass lists issued by the examining bodies.They found the data to be reliable. The ISRdata were grouped in a format which made itdifficult for inspectors of basic skills andprovision of English for speakers of otherlanguages (ESOL) to produce a table of students’achievements. Fourteen inspectors and anauditor worked for a total of 64 days to carryout the inspection. Five inspectors from theTraining Standards Council (TSC) assessedprovision for work-based trainees and workedwith the FEFC’s inspection team during theinspection. The TSC inspectors concentrated onwork-based training in agriculture, health careand public service, and business administration,as well as management and professionaltraining. Where it was relevant to the FEFCinspection framework, evidence gathered by theTSC inspectors was taken into account whengrading provision that was funded by the FEFC.

The FEFC inspectors observed 99 lessons,scrutinised students’ work and examinedcollege documents. Meetings were held withgovernors, managers, teachers, other collegestaff and students.

7 The following table shows the grades givento the lessons inspected and the national profilefor all colleges inspected in 1998-99. Of thelessons inspected, 60% were good oroutstanding. This is below the average forall colleges inspected in 1998-99.


3

Context

8 The following table shows the attendancerates in the lessons observed and the nationalaverage for all colleges inspected in 1998-99.


4

Context

Average number Average attendanceof students (%)

Bournville College of Further Education 8.0 69

National average, all inspected colleges 1998-99 11.2 78

Source for national average: Quality and Standards in Further Education in England 1998-99:Chief inspector’s annual repor t

Attendance rates in lessons observed

Programme Grade Totals1 2 3 4 5

GCE A/AS level 0 1 3 0 0 4

GCSE 0 1 2 0 0 3

GNVQ 2 8 5 3 0 18

NVQ 3 5 4 0 0 12

Access to further education 1 1 3 0 0 5

Access to higher education 2 5 5 0 0 12

Other vocational 6 16 8 4 0 34

Other* 3 5 3 0 0 11

Total ( No. ) 17 42 33 7 0 99

Total (%) 17 43 33 7 0 100

National average,all inspected colleges1998-99 (%) 20 45 29 6 0 100

Source for national average: Quality and Standards in Further Education in England 1998-99: Chief inspector’s annual repor t*includes basic education

Lessons: inspection grades by programme of study


5

Curriculum Areas

Science

Grade 49 Inspectors observed 14 lessons.They agreed with most of the strengthsand weaknesses identified in theself-assessment report. Insufficientemphasis was placed on rates of retentionand students’ achievements.

Key strengths

• the high standard of specialist resourcesin the new science and technology centre

• well-planned lessons

• good pass rates on one-year generalcertificate of education advanced level(GCE A level) courses

Weaknesses

• insufficient use of information technology(IT) in lessons

• low and declining retention rates on manycourses

• achievement below the national averageon some courses

• poor attendance on some courses

10 The college provides a broad range ofgeneral certificate of secondary education(GCSE) and GCE A level science subjects andthe general national vocational qualification(GNVQ) advanced science. It has not recruitedto GNVQ foundation and intermediate coursesin recent years. Science is also offered as anintegral part of some access courses, such ashealth studies. This is a valuable feature ofthe provision in science.

11 In most cases, course management isgood. The minutes of meetings and coursereview documents show systematic monitoringof weaknesses that were identified in theself-assessment report, for example, lowstudent attendance and poor achievement.

Recent changes which were a result ofteachers leaving the college have adverselyaffected students’ learning.

12 Teaching is satisfactory but fewer lessonswere judged to be good or outstanding thanis the case nationally. Most teaching andlearning activities are well planned. There areappropriately detailed schemes of work.The careful attention which teachers give tosafety is reflected in lesson plans, a strengthidentified in the self-assessment report.Teachers use an appropriate variety ofteaching methods in their lessons, whichfrequently include demonstrations or practicalwork for students. For example, in a GCSEphysics lesson good use was made of ademonstration on radioactive decay. A videoof aspects of the Big Bang helped studentsrevise. Mature students studying biology aspart of access to health studies used anappropriate variety of modern equipment fortests related to fitness. Students carry outpractical work with care and due regard forsafety. In some lessons, teachers do not alwaysensure that the learning activities match therange of ability in the class. In a chemistrylesson the teacher required students to completea calculation but provided no appropriateadditional task for those who finished the workquickly. Some teaching of theoretical aspectsof science relies heavily on the teacher’scontribution; there is too little opportunityfor students to participate in discussion.There is insufficient application of IT.The use of computers is restricted to verysimple applications or to processing datafrom CD-ROMs. Homework is set andmarked regularly.

13 The programme area has a good rangeof apparatus and other teaching resources.The new science and technology centre includeslaboratories of a high standard, a resourceroom and an IT suite. The accommodation iswell used for teaching and there are sufficient


6

Curriculum Areas

Type of qualification Level Numbers and Completion year

outcome 1997 1998 1999

GCSE science 2 Number of starters * 46 35(single award) Retention (%) * 72 74

Achievement (%) * 39 15

GCSE sciences 2 Number of starters 131 35 43(separate subjects) Retention (%) 64 77 53

Achievement (%) 38 52 26

GCE A level biology 3 Number of starters 31 35 44Retention (%) 65 71 57Achievement (%) 75 64 56

GCE A level chemistry 3 Number of starters 33 24 27Retention (%) 79 79 56Achievement (% 88 89 73

GNVQ advanced science 3 Number of starters 40 5 12Retention (%) 63 60 42Achievement (%) 75 33 80

Source: ISR (1997 and 1998), college 1999*course not running

A summary of retention and achievementrates in science, 1997 to 1999

computers, books and periodicals for students.However, these facilities are only availableto students on a ‘drop-in’ basis if a teacheris present. Teachers are experienced andknowledgeable. The self-assessment reportnotes the need to update the industrialexperience of teaching staff.Technicians provide good support.

14 Retention rates for most courses are lowand continue to decline. In 1999, approximatelyhalf the students enrolled failed to completetheir courses. Many students fromdisadvantaged groups leave for reasonsunconnected with the course.The self-assessment report recognisesthat retention is a matter of concern.A new strategy for monitoring recruitmentand attendance has led to some improvementin the retention rate on some courses.

However, the retention rates on a number ofGCSE courses remain well below the nationalaverages for the sector. Attendance levels alsocause concern. Monitoring in the currentacademic year has been more thorough andhas led to improvements in attendance in GCE Alevel classes. However, college data show thataverage attendance rates for first-year GNVQclasses and an evening class in GCSE humanphysiology and health are below the average forthe sector. The achievement rate on one-yearGCE A level courses is good. Achievement inGCSE science is considerably lower than thenational average. Achievement on GCE A levelcourses declined in 1999 and is below nationalaverages. However, on all these coursesstudents achieved better results in 1999, thanhad been predicted by an external agencyfollowing an analysis of the students’ previousexamination results.


7

Curriculum Areas

Floristry and Horticultur e

Grade 315 Inspectors observed 11 lessons.They agreed with most of the judgementsin the self-assessment report but found thatsome strengths were overstated. They alsoidentified some additional weaknesses.

Key strengths

• in horticulture effective collaboration withcommunity organisations

• an effective response to the needs ofstudents from disadvantaged groups

• good facilities for teaching floristry

• high standards of practical work infloristry

• good tutorial provision on floristry courses

Weaknesses

• poor rates of retention and achievementon some courses

• the failure to meet the needs of allstudents

• poor resources for students working ontheir own

• insufficient access to college services forstudents not studying on the college site

• inadequate development of key skills,basic skills and study skills

16 The college offers courses in horticultureand floristry at national vocational qualification(NVQ) levels 1 and 2, and a work-based NVQprogramme in environmental conservation.All but one of the courses are part time.In floristry there are good links with employerswho provide students on NVQ programmeswith work placements. Priority is given to theprovision of appropriate learning opportunitiesfor those students who have difficultyparticipating in further education. A range ofNOCN modular courses has been developed

for non-employed horticulture students.The horticulture section, in pursuit of thecollege’s mission, has developed coursesbased in local communities in partnershipwith community organisations and agencies.This provision is highly valued by theorganisations involved. Inspectors agreedwith the college’s assessment that thiscollaboration is a key strength.

17 There is considerable variation inthe standard of teaching and learning.Most teaching is satisfactory, and somepractical floristry work is outstanding.For example, in a session on floral tabledecoration, students were required tocontrast traditional and modern styles andcreate distinct examples of each. In fulfillingthese requirements their work demonstratedcreativity and proficiency. Most coursesachieve appropriate standards in practicalteaching. In less effective lessons, teachersdo not provide the students with a clearunderstanding of how their studies link toother parts of the course. In some practicalsessions inappropriate techniques were beingtaught. In floristry well-developed course plansare provided for students; this is not the casein horticulture where students do not have aclear idea of the work which lies ahead.

1 8 The college provides a good inductionwhenever students join a course. Floristry studentsbenefit from regular tutorials. They areencouraged to consider the development of theirskills in the context of their workplace, and to planf u rther work, which is then followed up at the nexttutorial. In hort i c u l t u re, tutorials are morei n f o rmal, and there is no shared re c o rd or definedagenda. The students are not provided withi n f o rmation on the library or IT facilities. They donot receive sufficient encouragement to pursuetheir studies beyond the essential re q u i rements ofthe course. Teachers do not always follow up theirassessment of key skills and basic skills witha p p ropriate feedback and action, a weakness thecollege recognised in its assessment.


8

Curriculum Areas


outcome 1997 1998 1999

NVQ amenity horticulture 1 Number of starters 39 60 46Retention (%) 77 66 63Achievement (%) 30 43 +

NOCN horticulture 1 Number of starters * 26 30Retention (%) * 65 95Achievement (%) * 100 63

NVQ amenity horticulture 2 Number of starters 31 15 15Retention (%) 84 53 73Achievement (%) 77 65 64

NVQ floristry 2 Number of starters 31 27 33Retention (%) 77 56 66Achievement (%) 88 73 +

Source: ISR (1997 and 1998), college (1999) *course not running+data unavailable

A summary of retention and achievement ratesin floristry and hor t i c u l t u r e, 1997 to 1999

19 Inspectors agreed with the college’sself-assessment report that resources forfloristry are a strength of the provision.Staff are well qualified and experienced andthe specialist rooms are well equipped.Most horticulture students attend theKings Heath Horticultural Training Centre,where the college has a service agreementwith Birmingham City Parks. The parkprovides a good resource for horticulture.However, students at this centre are not madeaware of the many services the college providescentrally, such as the library, computingfacilities, advice services and learning support.At many centres in the community the resourcesare inadequate for the programmes offered.The college library stock is poor and little usedby students and staff.

20 The college recognises in theself-assessment report the weaknesses instudent rates of retention and achievement,and has taken action to address them.

Student retention rates are below nationalbenchmarks and have continued to decline.For example, retention rates in horticulturecourses have dropped from 77% in 1997 to63% in 1999. Achievement rates are also poorfor some courses. The proportion of studentsfrom disadvantaged groups has increased andincludes, for example, residents of probationservice hostels. The performance of many ofthese students is adversely affected by theirpersonal circumstances. Most students’portfolios are well organised andcomprehensive. Some courses use a wide andappropriate range of assessment methodsincluding peer group presentation and artwork.In most horticulture programmes, however,assignment work is limited to the completionof a portfolio.


9

Curriculum Areas

Leisure and Tourism

Grade 321 Inspectors observed 12 lessons.They agreed with many of the strengths andweaknesses in the college’s self-assessmentreport, but found some additional strengthsand weaknesses.

Key strengths

• well-planned teaching and learning

• effective integration of key skills withinvocational programmes

• good achievement on GNVQ foundationand advanced courses

• effective arrangements for workexperience

• good curricular support for students withsensory disabilities

Weaknesses

• poor retention rates on GNVQintermediate and advanced courses

• a low achievement rate on the GNVQintermediate course

• insufficiently demanding tasks in somelessons

• a narrow range of provision and studymodes

• no specialist teachers for travel andtourism

22 The college offers GNVQ leisureand tourism programmes at foundation,intermediate and advanced levels mainlyto 16 to 18 year old full-time students.Inspectors agreed with the judgement inthe self-assessment report that the range ofadditional vocational qualifications availableto full-time students improves their employmentprospects. These additional qualificationsinclude: languages; the community sports leaderaward; sports coaching awards; and computer

literacy and information technology.The curriculum portfolio does not include anyschool link, access, work-based, evening orflexible learning provision. The narrow rangeof provision is not identified as a weakness inthe current self-assessment report.

23 The teachers of courses in leisure andtourism carefully monitor students’ progress andattendance throughout their programmes.A termly report on students is sent to theirparents. Students’ programmes of study havebeen adversely affected by staff changes duringthe academic year. As a consequence therehave been delays in the completion of key skillslogbooks and disruption to the assessmentprogramme for the marketing unit.

24 The standard of most teaching is good.Lessons are well planned and teachers haveproduced some well-designed and informativehandouts for students. Enlarged and Braillecopies of the handouts are provided for studentswith visual impairments. Students with sensorydisabilities benefit from the help given bylearning support assistants in lessons and onvisits to leisure and tourism attractions.Teachers make frequent references to vocationalexamples drawn from industry. Most studentswork well in lessons and contribute fully whenworking in groups. In a few lessons the tasksset for students are undemanding and moreable students who complete them quickly areleft with nothing to do. Also, as a result of theirpoor time management, teachers were left withinsufficient time to give an effective summary oflessons or to check that students had understoodthe key points. The self-assessment report doesnot refer to these strengths and weaknesses inteaching and learning.

25 Assignment briefs are clearly writtenand are linked to relevant vocational contexts.In some GNVQ subjects at intermediate andadvanced level, assessed work is returned tostudents well beyond the three-week target setby course teams. Work experience is well


outcome 1997 1998 1999

GNVQ foundation 1 Number of starters 22* 15 14Retention (%) 91* 47 71Achievement (%) 75* 86 78

GNVQ intermediate 2 Number of starters 13 25 18Retention (%) 92 80 56Achievement (%) 50 50 40

GNVQ advanced 3 Number of starters 24 20 23Retention (%) 67 70 61Achievement (%) 94 36 86

Source: ISR (1997 and 1998), college (1999)*college data

A summary of retention and achievementrates in leisure and tourism, 1997 to 1999


10

Curriculum Areas

documented and effectively integrated withassessment programmes for most students.However, second-year GNVQ advancedstudents have not had access to workplacements during their programme. Work onthe development of key skills is an integralpart of GNVQ programmes. For example,one IT lesson involved developing a databaseto monitor snow conditions in European skiresorts. Students’ progress in key skills iseffectively assessed and systematicallyrecorded in an assessment logbook.

26 Students’ rates of achievement andretention on the GNVQ intermediate courseare well below college targets and nationalaverages, as the self-assessment reportacknowledges. Achievement of the qualificationon this course fell from 50% in 1997 and 1998to 40% in 1999. There has been insufficientaction to address this decline. During the1999-2000 academic year the retention rateis staying well below the national average.Although the retention rate on the GNVQadvanced course was poor in 1999, the

achievement rate is well above the nationalaverage, and is a major improvement on therate for 1998. The achievement rate on theGNVQ foundation course is good and has beenabove the national average for the past threeyears. The standard of most students’ workand portfolios is good. The percentage ofstudents that gain high grades on GNVQ leisureand tourism programmes is above the nationalaverage. Progression rates from foundationand intermediate courses are good.Three current first-year advanced studentssuccessfully completed GNVQ foundation andintermediate courses prior to progressing tothe advanced programme.

27 Teaching base rooms are satisfactory.Some good wall displays provide a stimulatingatmosphere for study. Students have goodaccess to IT facilities. The library bookstock isadequate. Some part-time teachers lack recentindustrial experience and there are no teacherson the course team who have specialist traveland tourism experience.


11

Curriculum Areas

Childcare, Health and SocialCare

Grade 328 Inspectors observed 20 lessons.They agreed with some of the judgementsmade in the self-assessment report andidentified additional strengths andweaknesses. Some weaknesses hadalready been addressed at the time ofthe inspection.

Key strengths

• good integration of work experiencewithin courses

• a high achievement rate on the BTECnational diploma in childhood studies

• an effective response to employer andcommunity needs

• a well-planned and comprehensiveinduction programme

• good attention to the learning needs ofadult students

Weaknesses

• poor retention rates on several courses

• insufficient checks on students’ learningin many lessons

• insufficient development of key skills inlessons

• an inadequate range of courses at somelevels

• inadequate resources to support students’research

• weaknesses in curriculum organisationand management

29 The college offers a range of courses inchildcare, counselling, and health and socialcare. Inspectors agreed with the judgement inthe self-assessment report that the provision ishighly responsive to the requirements ofemployers. A broad range of qualifications,

including NVQ levels 2 and 3, effectively meetstheir needs. Unique courses for the professionaldevelopment of therapy assistants draw studentsfrom a wide geographical area. Nearly all of thestudents are adults. There are some gaps in therange of provision in health and social care.Enrolments to GNVQ intermediate and advancedhealth and social care courses have shown adecline over the last three years; the foundationlevel failed to recruit in 1999. At level 4,provision is limited to the NVQ diploma inmanagement of care studies.

30 The overall standard of teaching issatisfactory. Of the lessons observed, 11 werejudged to be good or outstanding whichbroadly correlates with the college’s ownassessment. In the more effective lessonsstudents were given a range of demandingand vocationally relevant activities.For example, second-year students on theBTEC national diploma in childhood studiesundertook a practical activity designed toillustrate the position of planets in relation tothe sun. Students used a rhyme to help themto memorise the planets. The corridor was usedto enable students to fix the planets atappropriate distances from each other and thesun to gain some idea of the distances involved.Students evaluated the exercise drawing out thepotential learning opportunities for children atinfants’ school. In the less effective lessons,teachers failed adequately to check that studentswere making appropriate progress in theirlearning. There were insufficient opportunitiesto develop key skills in lessons.

31 Assignments are vocationally relevant,draw effectively on work experience and arefairly assessed. Staff make detailed writtencomments on the work, identifying areas forimprovement. Regular internal verificationensures consistency. Key skills were clearlyidentified within assignments. In the moreeffective assignments students used a widerange of relevant information includingdata from the Internet. Most work is well


12

Curriculum Areas

presented and draws on appropriate IT skills.Inspectors agreed with the college thatwell-organised and effectively monitored workexperience makes a significant contributionto students’ learning. Every student has anamed mentor in the workplace. Close liaisonbetween the college placement officer andthe mentor ensures that students arewell supported.

32 Many courses have exceeded theirtargets for enrolment. Rates of retentionand achievement on the BTEC national diplomain childhood studies were substantially abovethe national average in 1999, a strengthnot noted in the self-assessment report.There are poor rates of retention andachievement on GNVQ intermediate healthand social care. Retention rates weresignificantly below the national average in1998 and 1999. Achievement rates havedeclined significantly over the last threeyears. Retention rates on the NVQ level 2and level 3 childcare and education coursewere poor in 1999.

33 There are weaknesses in curriculummanagement. A small team of experiencedfull-time staff is responsible for a diverse andrapidly growing provision. There is no commonformat for lesson plans, schemes of work ormonitoring the progress of individual students.A significant number of NVQ candidates did notachieve the full award within the allocated time.The college in its self-assessment reportidentified the need for additional assessors.Programme area and faculty heads regularlymonitor course team meetings and action planswhich result from them. A comprehensivewell-managed induction programmeincludes assessment of students’ learningneeds. Students are well supported inindividual tutorials where their attendanceis closely monitored.

34 Teaching rooms are well maintained andfit for purpose although some are small.The lack of screens for overhead projectorsreduces the effectiveness of teaching.There are insufficient current texts to supportresearch-based learning. Library staf fcompile topic folders for student reference.Students regularly access computers andmake good use of available CD-ROMs andthe Internet.


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Curriculum Areas


outcome 1997 1998 1999

NVQ childcare 2 Number of starters 17 59 25and education Retention (%) 42 41 36


NVQ care 2 Number of starters 121 66 225Retention (%) 93 71 82Achievement (%) 72 89 90

GNVQ intermediate 2 Number of starters 18 23 10health and social care Retention (%) 72 57 60


Associated Examining Board 2 Number of starters * 10 27certificate in counselling Retention (%) * 60 63

Achievement (%) * 100 100

BTEC national diploma 3 Number of starters 27 21 18childhood studies Retention (%) 100 67 94


GNVQ advanced health 3 Number of starters 35 19 19and social care Retention (%) 57 68 67


NVQ childcare and 3 Number of starters 16 38 44education Retention (%) 69 79 57


Source: ISR (1997 and 1998), college (1999)*course not running

A summary of retention and achievementrates in childcare, health and social care,1997 to 1999


14

Curriculum Areas

Access to Higher Education,Teacher Education and BritishSign Language

Grade 235 Inspectors observed 12 lessons.They agreed with most of the strengths andweaknesses identified in the self-assessmentand noted that progress had been made inaddressing some of the weaknesses at thetime of the inspection.

Key strengths

• flexible and effective arrangements forcourses

• good teaching

• some good achievements by students

• good attention to equal opportunities

• effective curriculum management

• attractive teaching accommodation

Weaknesses

• the retention rate on some courses

36 The courses are offered in three differentfaculties. There are good opportunities forprogression and many students on the accesscourses proceed to higher education. Full-time,part-time day and part-time evening coursesare offered both in the college and in a numberof community centres. There are flexiblearrangements for the City and Guilds of LondonInstitute (C&G) courses which meet the needsof those in employment, for example probationofficers and youth workers. British signlanguage is offered to the police to assistthem in communicating with deaf people.Inspectors agreed with the self-assessmentthat good attention is paid to issues thatinvolve equal opportunities, both in the coursestructure and in the teaching. For example,access courses seek particularly to recruit

Asian women and African-Caribbean men,although the numbers recruited have beenfewer than had been hoped. The access tohigher education course has a module forAsian and African-Caribbean studies.Some deaf students take the teacher educationcourses and special arrangements are made tomeet their needs, for example by modifyingassessments and using interpreters in lessons.

37 Curriculum management is effective.All courses have thorough schemes of workand there are some good resource packs forteachers. Course teams meet regularly andminutes indicate priorities for action.The teams regularly review recruitmentpatterns, which have been uneven on somecourses, and rates of retention and achievement.Attendance is carefully monitored. A valuablefeature of the access to health programme hasbeen the development of work placements forstudents. Some placements are also availableon the access to higher education programme.

38 Inspectors agreed with the college’sself-assessment that much of the teaching andlearning is of a high standard. Most lessonswere well planned and included a soundintroduction to topics. Learning was monitoredthoroughly. Good use was made of audiovisualaids. Most handouts were informative and welldesigned. In a teacher education lesson plannedto increase understanding of how to teachstudents with disabilities, the teacher who wasassisted by a deaf student, emphasised the needto modify teaching methods to meet the needsof deaf students. A sociology lesson in access tohealth effectively combined the study of conceptsrelated to professionalism, for exampleautonomy, with students’ research into thenature of jobs in (or related to) nursing whichthey might wish to enter. In a few lessons,students’ learning was not always effectivelychecked, for example their understanding ofspecific concepts. In some lessons, not allstudents were encouraged to make their owncontribution. Students were sometimes late.

39 Students’ achievements are particularlygood on access to health studies where theysignificantly exceed national averages for thesector. In most other areas students’achievements are at or above national averages.The quality of students’ work is usually of ahigh standard. Staff make constructively criticalcomments which enable students to improvetheir performance. The best written work isof a good standard but less satisfactory work istoo descriptive and contains weaknesses ingrammar and spelling. Many portfolios inteacher education are of a high standard.Internal verification is well organised.External verifiers and moderators commentpositively upon the standards achieved,especially on the teacher education courses.

The student retention rate is unsatisfactory onsome courses, as noted in the self-assessment,particularly on the access to higher educationcourse. Retention rates are better on theteacher education courses.

40 Staff are well qualified. The teachingaccommodation is attractive and classroomsare well organised. There are some goodpacks available which help students to learn.The overall quality of learning resources issatisfactory. However, there are somedeficiencies in the number of books available,for example in social care.


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Curriculum Areas


outcome 1997 1998 1999

British sign language (basic) 1 Number of starters 67 108 99Retention (%) 66 70 84Achievement (%) 86 71 74

British sign language 3 Number of starters 22 56 32(intermediate) Retention (%) 95 57 69


Access to higher education 3 Number of starters 72 86 66and the professions Retention (%) 50 53 58


Access to health studies 3 Number of starters 36 39 37Retention (%) 61 67 65Achievement (%) 86 92 96

C&G 7307 stage 1 3 Number of starters 266 192 298Retention (%) 95 98 96Achievement (%) 98 96 80

C&G 7307 stage 2 3 Number of starters 72 55 35Retention (%) 85 85 86Achievement (%) 78 83 87

Source: ISR (1997 and 1998), college (1999)

A summary of retention and achievement ratesin access to higher education, teacher educationand British sign language, 1997 to 1999


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Curriculum Areas

ESOL and Pre-vocationalAccess

Grade 341 Inspectors observed 20 lessons in thecollege and in centres in the community .They agreed with the strengths andweaknesses in the self-assessment report,but identified additional weaknesses.

Key strengths

• flexible and effective arrangements forcourses

• much well-planned and successfulteaching

• imaginative learning materials in thepre-vocational area

• high rates of retention and achievementon many pre-vocational access courses

• strong personal support for disadvantagedstudents

Weaknesses

• poorly structured teaching for Englishlanguage beginners

• low attendance rates on many courses

• insufficient use of IT in teaching

• insufficiently thorough monitoring of theprogress of ESOL students

• the low proportion of ESOL studentsachieving a qualification

42 There is a comprehensive range ofpre-vocational access courses and courses inESOL. They are aimed at: younger studentswho have significantly underachieved at school;adults returning to learning; the minority ethniccommunities; and asylum seekers and refugees.Courses have been adapted or new courseswritten to meet the needs of specific groups oflearners. The courses that are run in centres inthe community attract students who might nothave had the confidence to attend the college at

its main site. There are opportunities forstudents to progress to other courses at variouspoints in the year. These strengths wereidentified in the self-assessment report. Localschools host many of the pre-vocational accessand some ESOL courses. They also assist inthe recruitment of learners among whom areparents of children at the schools.

43 As identified in the self-assessment report,much teaching is well planned and meets theneeds of individual learners. In the mosteffective lessons, teachers ensure that studentsare concentrating on and understanding theirwork. Teachers explain instructions carefullyand make sure that they have been understoodby all students. Additional tasks are availablefor those who finish an activity before the restof the group. In one ESOL lesson students builtvocabulary around the topic of ‘education’using brainstorming methods, group workand anagrams. Feedback from groups wassensitively encouraged so that all groups wereable to contribute at an appropriate level.Students receive strong personal support fromtheir teachers who create an atmosphere ofmutual respect and run activities whichincrease students’ confidence. Some teachingfor ESOL beginners is poorly structured.Students starting late in the academic yearjoin established classes, where the level isinappropriate for beginners. Over-reliance onwhole-class teaching leads to frustration onthe part of both the most and the least ablestudents. This weakness was not identified inthe self-assessment report. There is little useof IT in teaching. Attendance rates are low onmany courses, a weakness identified in theself-assessment report. In spite of efforts toimprove attendance rates, in six of the lessonsobserved less than half the students on rollwere present.

44 There are high rates of retention andachievement on many pre-vocational accesscourses. For example, both these rates forstudents taking the course on access to

vocational guidance for support staff have beenabove 90% for the last three years, which issignificantly above national averages. In 1999,of 65 students starting a community-basedcourse on ‘Children at School and You’,64 completed the course and 54 achieved thefull qualification. Achievement rates are wellabove national averages for the course for thecertificate in further education but the retentionrate has been falling for the last three years.Only 38% of ESOL students sat externallycertificated courses, a weakness identified inthe self-assessment report. Deficiencies in theinitial assessment and subsequent monitoringof ESOL students prevent a sufficiently detailedassessment of their progress being made.This weakness was not identified in theself-assessment report.

45 Inspectors agreed that imaginativelearning materials are used in the pre-vocationalaccess area. Handouts in lessons are of a highstandard. The college has developed an unusualand effective IT-based learning resource foruse by students who cannot attend lessonswhich simulates a college environment.

Learners can visit different rooms in thevirtual college to access different types ofresources. They communicate electronicallywith other learners and their tutor. As aconsequence of this successful initiative, thecollege has developed courses for tutors tolearn to use this type of computer-mediatedtraining. Teaching accommodation is generallyadequate. The college acknowledges that poorsound insulation in one base room andinadequate IT classroom space in a centre ina school hinder learning opportunities forsome students. The concentration of theESOL provision in one area promotes asupportive and lively atmosphere amongststudents and teachers.


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Curriculum Areas


outcome 1997 1998 1999

Certificate in further 1 Number of starters 32 30 26education Retention (%) 78 67 62


Access to classroom 1 Number of starters 139 95 135assistants (NOCN) Retention (%) 75 85 77


Access to vocational 1 Number of starters 103 43 97guidance for support staff Retention (%) 98 91 95(NOCN) Achievement (%) 98 97 90

Source: ISR (1997 and 1998), college (1999)

A summary of retention and achievementrates in ESOL and pre-vocational access,1997 to 1999


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Curriculum Areas

Basic Skills

Grade 346 The inspection covered provisionand support in literacy and numeracy .Ten lessons were observed.The self-assessment report identifiedmost of the strengths but failed toidentify the main weaknesses.

Key strengths

• a good range of provision andaccreditation

• good progress by basic skills students tomainstream programmes

• a well-resourced workshop for specialistbasic skills

• an effective range of teaching methods

• specialist basic skills support for studentswith a sensory impairment

Weaknesses

• ineffective management of basic skillsacross the college

• inadequate basic skills support for somestudents

• insufficient appropriately qualifiedteachers

• insufficiently detailed recording oflearning

• weak links between course tutors andsupport tutors

47 The college offers a flexible range ofbasic skills classes which includes: provisionin the evenings; classes run at centres in thecommunity; and specialist provision for studentswith sensory impairments and mental healthproblems. The college is piloting the provisionof basic skills to employees in the workplace.The students and employees appreciate theways in which basic skills are related to theiremployment. Major weaknesses not identified

by the college are the lack of overall strategicplanning and management of basic skillsprovision. The quality of provision is uneven.There are no standardised procedures orappropriate standards for basic skills.Expertise that exists in one area is not usedeffectively elsewhere across the college.

48 The standard of teaching on basic skillscourses is good. Following a thorough initialassessment of students, individual learningprogrammes are devised and progress isregularly reviewed. There are opportunitiesfor paired and group work. Worksheets andlearning materials are related to real-lifesituations and students’ interests. Good useis made of assignments, practical work andindividual schemes of work. Teachers in thisarea are well qualified. Most teachers skilfullyuse open questions to help students to exploretheir ideas and to stimulate students’ writtenwork. Teachers support students in meetingthe challenges which they have been set.For example, one student who had been givena complex assignment in manageable sectionswas thrilled at the quality and quantity of workproduced. The more effective teachers skilfullydevelop the capacity of their students to workindependently. The recording of learning formost students in basic skills classes and thosereceiving basic skills support is not sufficientlydetailed. This weakness was not identifiedin the college’s self-assessment. There isspecialist basic skills provision for studentswith a sensory impairment, many of whomhave additional learning difficulties. Some areblind and deaf and others have mental healthproblems. Of these students, 60% areworking towards external accreditation.Teachers demonstrate specialist expertisein supporting them.

49 Students in basic skills classes recognisethe progress that they are making. One studentspoke of an increase in confidence in applyingfor work; another reported successfullychallenging a shop assistant when given

incorrect change. Students are encouragedto work towards the achievement ofqualifications. The number of studentsgaining external accreditation continues torise. Increased opportunities for accreditationhave led to growth in the number of studentsgaining a qualification at the centres locatedin the community. A significant number ofstudents advance from basic skills tovocational courses, where they continue toreceive good support for basic skills.Students are encouraged to participate inboth self-assessment and peer assessment.The students are able accurately to identityopportunities for developing their own learning.

50 The provision of basic skills on vocationalcourses is weak. Tutors are unsure of thesystem for identifying support needs and somestudents with basic skills needs have not beenformally identified or helped. One student wasin college for 18 months before receiving thesupport needed. Liaison between course tutorsand support teachers is weak. Some studentsare screened during induction, but assessmentis not readily available for part-time students.The screening assessment is inadequate and inspite of an increase in numbers in 1999-2000relatively few students take up support. In mostsupport sessions the results of assessments arenot used to construct an effective learningprogramme. Vocational tutors without specialistqualifications provide support where basic skillsneeds have been identified. Students arereceiving support with assignments but theirskills do not always improve as a result ofsuch help.

51 The adult basic skills workshop is awell-resourced, specialist area, as identifiedin the self-assessment report. Materials arereadily available to teachers and students.Suitable IT software is available and well used.There are insufficient appropriately qualifiedteachers teaching basic skills across the college.Staff development to raise the awareness of

issues involved in basic skills work amongvocational tutors has been inadequate. Thecollege recognises that its centres out in thecommunity are poorly resourced. Someimprovements have been made through theprovision of laptop computers.


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Curriculum Areas


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Cross-college Provision

Support for Students

Grade 452 Inspectors agreed with most of thejudgements in the self-assessment repor tbut identified additional weaknesses.

Key strengths

• well-managed advice and admissions

• effective specialist support for studentswith sensory impairments and specificlearning difficulties

Weaknesses

• inadequate careers advice

• low levels of take-up of additionallearning support on some programmes

• insufficient analysis of the effectiveness oflearning support

• shortcomings in tutorial arrangements

53 Inspectors agreed with the self-assessmentreport that there is an efficient admissionsservice. Enquiries for full-time and part-timecourses are dealt with promptly by a helpfuland well-managed team of staff in the clientinformation and advice centre. This teamarranges interviews and gives impartialadvice and guidance; where appropriate alearning support teacher is involved ininterviews. The college maintains contactwith students once the offer of a place hasbeen made. College open days and eveningsprovide opportunities for extensive informationand advice to be given to prospective students.The college, through its good links withcommunity organisations and employers,has persuaded more adults to enrol on courses.The college delivers information on programmesto addresses in postal areas where there is notradition of participation by residents in furthereducation. Some students feel that they are oncourses which are inappropriate to their needs.

Links with schools are underdeveloped, andthere are no ‘taster’ days or opportunities forpupils in years 10 and 11 to sample lessons atthe college before starting a course there. Localschool careers teachers do not receive annualbriefings on course developments. There are noarrangements to match initial enquiries to finalenrolments.

54 Most full-time students are given acomprehensive introduction to their studies,and receive informative handbooks and courseguides. Teachers have a checklist of inductionactivities. Induction programmes areappropriately adapted to the requirements ofdifferent courses. The student handbookcontains the charter, statements on equalopportunities and disability, and details of thecollege’s services and facilities. Full-time andpart-time students who join courses late do notalways receive an induction.

55 Much tutorial practice is weak. Not allgroup tutorials are planned. In someprogramme areas individual tutorials lackstructure and tutors are insufficiently thoroughin monitoring the progress and achievementsof individual students. There is no standardform for individual action-planning.These weaknesses were not identified in theself-assessment report. Parents of 16 to 19year old students are kept informed of progressthrough written reports and invitations toparents’ evenings. Students are encouraged tomaintain their national records of achievement.

56 Many students do not receive sufficientguidance on opportunities for progression tomore advanced courses or to employment.Many course tutors do not invite careers servicestaff or staff at the college information andadvice centre to group tutorials to brief studentson the options open to them. The collegeinformation and advice centre is well resourcedfor course and careers guidance and is equippedwith specialist computer software. Somevocational tutors make good use of their own


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industrial experience when advising students.There are well-organised arrangements forcounselling and, where appropriate, studentsare referred to external agencies. The collegemakes constructive use of the studentdisciplinary procedure to resolve problems ofpoor attitude or behaviour. Students knowabout the arrangements for the allocation offinancial assistance from the college access fund.The college has recently established a multi-faithcentre for use by staff and students. There isan informative college statement on disability.The student union has made little contributionto college life during the current academic year.

57 Students with sensory and/or physicalimpairments and specific learning difficulties,for example dyslexia, are well supported byspecialist staff; appropriate equipment isprovided. This strength was identified in theself-assessment report. Effective proceduresensure that individual students’ needs areidentified before they commence theirprogramme of studies. Over 150 students arecurrently receiving specialist individual support.Qualified individual support workers act ascommunicators or note-takers and materialsare modified so that they are appropriate tothe needs of learners. Students value the helpwhich they receive.

58 There are weaknesses in theimplementation of learning support. Most 16to 18 year old students in the sixth form centre,or on foundation or pre-vocational programmesare assessed for numeracy and literacy skills.Very few of the assessments have a vocationalrelevance. Support is offered throughworkshops and where appropriate, on anindividual basis. There are examples of delaysof up to a term from the time of assessment tothe provision of learner support for a student.The college had difficulty in providing inspectorswith information about the total number ofstudents who were identified as needingadditional learner support during 1998-99.There has been little analysis at either course

team or cross-college level of the numbers ofstudents identified as requiring learning supportand attending learning support classes, or ofthe impact of support on those students’subsequent achievements. There are noformal procedures for informing personal tutorsof the attendance record and progress ofstudents at learning support lessons.Management responsibility for the provision oflearner support is shared between the sixthform centre and the programme area forsupported learning. There are no clearguidelines for briefing course tutors on whereindividual students who require learningsupport should be sent.

General Resources

Grade 359 Inspectors agreed with some ofthe strengths and weaknesses in theself-assessment report. They identifiedsome additional weaknesses.

Key strengths

• well-maintained accommodation

• some teaching rooms of a high standard

• good access to most areas for studentswith restricted mobility

Weaknesses

• an inadequate library

• low room utilisation

• underdeveloped IT provision

• inadequate social areas for students

60 The college occupies a single site inpleasant surroundings. Its buildings aregrouped around a garden which containsattractive shrubs and trees. This area ismuch appreciated by those who attend orvisit the college. The estate consists of sixblocks built in the 1960s. The college also

runs courses at centres in the community.The accommodation is well maintained.Buildings are clean and tidy. The maintenanceprogramme for the buildings is well planned.A realistic 10-year plan indicates that the collegefaces rising maintenance costs. The collegemakes insufficient use of accommodation; itacknowledges that room usage rates are low.Some improvement in room utilisation hasbeen achieved in 1999-2000.

61 The college has some good teaching areaswhich include outstanding modern laboratoriesin the science and technology centre. Nearly allrooms are well furnished and well equipped.Many classrooms have been upgradedeffectively. For example, the college hasadapted one block to provide good rooms formanagement training. A few rooms have beensponsored by external organisations. Staffworkrooms are adequate but some are crowded.

62 Inspectors agreed with the self-assessmentreport that the library is too small. It containsinsufficient study spaces for students.The bookstock is inadequate in two curriculumareas and there are too many out-of-datebooks. There is not enough room for anadequate stock of journals. An adequatesupply of video tapes and CD-ROMs isavailable. The library is open each weekdayand on Saturday mornings. The college has asixth form centre and resource rooms forcurriculum areas.

6 3 Inspectors agreed with the judgement in theself-assessment re p o rt that the provision of IT isu n d e rdeveloped and constitutes a weakness inthe college. They also agreed with the update tothe re p o rt which stated that the college is takingaction to address the weakness. For example,recently the college has added new computers tothe college network. There is now an adequatenumber of computers, but overall the pro v i s i o nhas not yet reached a satisfactory standard .The number of computers available in the libraryis inadequate. There is insufficient access to IT

p rovision in the evening. Recently, the collegec reated a ‘drop-in’ centre stocked with 40computers. At the time of the inspection, manystudents were still unaware of the existence ofthe facility and too few staff were available tokeep the centre open and running. As a result ofstudent dissatisfaction with the reliability of thecomputing facilities, action has been taken toi m p rove the responsiveness of the system. As aconsequence of the arrival of the new computersmost computers in the college now have modernspecifications and can operate up-to-dates o f t w a re. Access to the Internet in learn i n gc e n t res has been improved re c e n t l y. There areintranets for staff and students. Their potentialis underdeveloped at present, but the college hasplans to improve this provision. Not all staffhave electronic mail. There is an inadequatenumber of computers in some staff workro o m s .Not all of the computers for staff were linked tothe college network at the time of the inspection.

6 4 Progress has been made since the college’slast inspection to improve access for studentswith restricted mobility. For example, rampshave been provided and a new lift has beeninstalled in the science area. The upgrading ofthe north entrance to the college has helped tomake access to the college easier for people withrestricted mobility. Most areas of the college arenow accessible to all its members.

65 The college has inadequate social areasfor students. It has recognised that other thanthe canteens there is no social area wherestudents can go to wait, or socialise or sitdown in comfort during breaks in teaching.Sports facilities are inadequate. The drabcollege hall is used for some sporting andrecreational activities and a few sportswhich mainly attract young male students.Youth workers assist with running recreationalsessions during the lunch break and at othertimes of the week; they have steadily built upthe options available over the last three years.


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Quality Assurance

Grade 366 Inspectors agreed with many of thejudgements in the self-assessment repor tbut identified several additional weaknesses.The college has addressed some ofthese weaknesses.

Key strengths

• well-structured arrangements for qualityassurance

• extensive and well-managed staffdevelopment activities

• a comprehensive and effective scheme forlesson observation

• effective quality assurance of franchisedprovision

Weaknesses

• inadequate improvement in rates ofstudent retention

• weak course reviews

• poor action-planning to address identifiedweaknesses

• inadequate monitoring of college charters

67 Inspectors agreed with the self-assessmentreport that there are well recorded andwell-established processes for qualityassurance. These cover all aspects of thecollege’s provision. The college’s commitmentto continuous improvement is demonstrated inits mission statement, by its strategic objectives,and in the work of a number of key qualityassurance groups. The quality assurancepolicy and manual contain clear qualityassurance procedures for all aspects of thecollege’s curriculum and business supportareas. These procedures are understood andsupported by staff. Issues involving qualityassurance are regularly brought to theattention of staff through newsletters.

68 Over the last three years student retentionrates at levels 2 and 3 have been below thenational average for the sector. Systems havebeen designed to raise the standard of teachingand learning and improve rates of studentretention. These systems have not yet provedsuccessful. The self-assessment reportrecognises this weakness. In some programmeareas students’ achievements are poor.Students’ achievements overall, however, areat or above the national benchmarks at levels1, 2 and 3.

69 Many course reviews are weak and varyin the thoroughness with which they arecompleted. The analysis of methods of teachingand learning and of the standard of students’achievements is inadequate. In many coursereviews, insufficient evidence is provided toenable judgements to be made. There isinsufficient use of performance indicatorsand benchmarks to assess progress.Some strengths identified by the college areno more than normal practice and othersactually contradict weaknesses that the collegehas also identified. The procedures for internalverification are effective.

70 Annual action plans in course andprogramme area reviews often lack sufficientdetail to enable staff to address specificweaknesses. The plans are not clearlywritten, lack measurable objectives, containno order of priority and frequently no namedperson is charged with the responsibility fortaking action. Not all identified weaknessesare included in the action plan. Where actionswere unsuccessful, teachers and managers havenot subsequently analysed the reasons forfailure. In its self-assessment report, the collegeacknowledges that there has been littlesystematic comparison of the final achievementsof students on vocational courses with the GCSEgrades these students held on entry so that acalculation of the value added to theirattainments could be made. However, somerecent analysis of GCE A level and GNVQ


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advanced results showed that, in terms of thevalue added, these students were achievingslightly above the level to be expected on thebasis of their entry qualifications.

71 The arrangements for quality assuranceinclude an extensive and thorough schedule oflesson observations. The scheme is wellsupported by staff. Lessons are graded and theresults used to evaluate the standard of teachingand learning. This information assists in theplanning of the professional developmentprogramme for teachers. Good practice isshared. The grade profile resulting frominspectors’ lesson observations closely matchedthe grade profile produced by college observers.

72 A strength not identified in theself-assessment report is the well-managedand extensive programme of staff development.Most staff are actively involved in professionaldevelopment which is closely linked to corporateobjectives and job requirements. There is asubstantial amount of subject updating forteachers through external and college courses.Industrial secondment is arranged for somestaff. The recently revised appraisal system isalso used to identify staff development needs.

73 There are effective arrangements andprocedures to assure the quality of franchisedprovision. These include: regular and thoroughmonitoring of courses; observation of teachingand learning; and the evaluation ofarrangements intended to ensure appropriatesupport for students. There is regularmonitoring of the use of documentation and oftrends in rates of student retention andachievement. The level of students’ rates ofretention and achievement are equivalent to orhigher than those reached on similar coursesin the college. Where standards have beenfound to be below those acceptable to thecollege, contracts with franchised providershave been terminated or teachers have beenremoved from courses.

74 There are several college charters.These set out the college’s commitment tostudents, employers and work placementproviders. They are widely distributed andavailable in several formats. There is, however,no overall review of the extent to which thecollege is meeting all the standards set out inthe charters. Some use is made of customerfeedback. The views of students, staff andparents are regularly sought. Surveys ofstudents’ views are carried out twice eachyear by consultants and by some course teams.The results are analysed and the conclusionshave led to improvements in courses.

75 Staff, governors, external consultants andseveral committees took part in the productionof the self-assessment report. Course reviewscontribute to the programme area reviewswhich form the basis of self-assessment ofthe curriculum. In several curriculum areas,however, the analysis of teaching and learningand of students’ achievements was notsufficiently thorough. Some of the actionplans are not well formulated. They areunclear, insufficiently specific or measurable,and not fully costed.

Governance

Grade 276 Inspectors and auditors agreed with anumber of strengths and weaknesses in theself-assessment report and found additionalstrengths and weaknesses.

Key strengths

• well-informed governors with a broadrange of experience

• sound policies for openness

• effective monitoring by governors of theirown performance

• efficient and effective clerking

• thorough monitoring of the college’seducational performance


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Weaknesses

• infrequent receipt of financial informationby the corporation

• inappropriate use of the audit committeefor receiving financial reports onfranchising activity

77 The FEFC’s audit service concludesthat, within the scope of its assessment,the governance of the college is good.The corporation substantially conducts itsbusiness in accordance with the instrumentand articles of government. It also substantiallyfulfils its responsibilities under the financialmemorandum with the FEFC.

78 The corporation has agreed a determinedmembership of 20 in line with the statutorymodifications to the instrument of government.There are currently two vacancies.The corporation regularly evaluates itsperformance and has set attendance targets.Since 1996 it has monitored its performanceagainst a set of clear indicators. Governors arehighly committed to the success of the collegeand levels of attendance at corporation andcommittee meetings are good. All meetingsof the corporation in the past year havebeen quorate.

79 Governors have a broad range of skillsand expertise that includes professionalexperience in business, human resources,marketing, IT, architecture, and with localauthorities. The corporation has deployedgovernors on committees in a way that makesthe best use of their expertise. The range ofskills of serving members is considered whenmaking new appointments. For example, therecent appointment of a governor with expertisein IT and experience of sales and marketinghas resolved a weakness identified in theself-assessment. At the time of the inspectionthe corporation was completing a skills audit.The corporation has a clear strategy and

appropriate procedures for the recruitmentof new governors. The search committeeoperates effectively in scrutinising candidatesand advising the corporation on theappointment of governors. The effectiveannual programme of training and developmentfor governors, which includes a residentialevent, is well attended. New governors areprovided with an induction pack.

80 The corporation has established a widerange of committees that includes a publicinterest disclosure committee with a remit toconsider and act upon reports received underthe college’s public interest disclosureprocedures. All committees have termsof reference which clearly identify theirresponsibilities. The terms of reference ofthe audit and finance committees arecomprehensive. Committee minutes and thefull supporting papers are presented to thecorporation for their consideration. The clerkto the corporation effectively supports thecorporation and individual governors.This strength in clerking is not identified inthe self-assessment report. The agendaand supporting papers for corporation andcommittee meetings distinguish between itemsfor discussion and decision and provide a goodbasis for decision-making. Minutes clearlyrecord decisions, as well as giving summariesof discussion on key issues.

81 Auditors agreed with the college’sself-assessment report that the corporationhas sound policies for openness. All governorsannually update a register of interests.The corporation has a comprehensive rangeof policy documents which includes standingorders, a code of conduct, an ethical codeand ‘whistleblowing’ procedures. The codeof conduct incorporates the Nolancommittee’s seven principles of public life.Agendas, papers and minutes, with theexception of confidential items, are availablefor public inspection.


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82 The finance committee receives financialmonitoring reports every month. The fullcorporation receives these reports four timesa year. Considering that the college is operatinga financial recovery plan, this is infrequent.Reports to governors on franchising activitywhich should be delivered to the financecommittee are inappropriately submitted tothe audit committee.

83 Governors are well informed aboutthe college and the further education sectorin general, a strength identified in theself-assessment report. They receiveregular briefings on educational matters.Governors are encouraged to foster linkswith curriculum areas in the college.Feedback from governors following theirvisits has led to improvements, for examplein the provision of wall displays in the sixthform centre. Governors have also observedlessons and attended meetings of relevantcollege groups, including the academic board.

84 Inspectors agreed with the self-assessmentreport that there are effective arrangements forgovernors to monitor the academic performanceof the college. The standards committeereceives appropriately detailed reports onexamination results and retention rates.Comparisons are made with national averagesand with other local further education colleges.The reports and recommendations of thecommittee, including suggested targets, arediscussed and agreed by the full corporation.Governors are aware that the college has poorretention rates at levels 2 and 3 and some areasof low achievement. The standards committeehas called for further reports on areas where ithas concerns, for example on the performanceof students aged 16 to 18 at GCSE and GCE Alevel. The standards committee also validatesthe college’s self-assessment and monitors thecorporation’s performance.

Management

Grade 385 Inspectors agreed with some of thejudgements contained in the college’s self-assessment report. They identified additionalstrengths and weakness and considered thatsome strengths identified by the collegerepresented no more than normal practice.

Key strengths

• the clear strategic direction

• effective cross-college communication

• highly effective external links

Weaknesses

• poor retention rates on courses at levels 2and 3

• insufficient access for managers tomanagement information systems andelectronic communication

• management weaknesses in somecurriculum and cross-college areas

86 The FEFC’s audit service concludesthat, within the scope of its review, thecollege’s financial management is adequate.Detailed management accounts are producedevery month that include an income andexpenditure account, a cashflow forecast, abalance sheet, unit monitoring data andfinancial information on the college company.They are appropriately reviewed by collegemanagers. Financial objectives have been setand are monitored. Budget holders areappropriately supported by the finance sectionand are involved in the budget preparationcycle. The college’s financial health hasimproved since 1997-98, although there arestill low levels of solvency. The recovery planhas been successfully followed and the collegeis anticipating completing it ahead of schedule.Although a policy on the payment of governors’

expenses exists, it has not been included in thefinancial regulations.

87 At the previous inspection rates ofattendance, retention and achievement wereidentified as weaknesses. Since then thecollege has developed comprehensive systemsfor setting and monitoring targets. A handbookcontaining the extensive set of performanceindicators used by the college is available tostaff and governors. As the college identifiedin its own self-assessment, measures to improverates of student achievements and retentionhave been only partially effective and the collegehas failed to achieve some of its own targets.Whilst overall student achievement rates areabove national benchmarks and rising, there ispoor achievement on a number of individualcourses. The retention rates at levels 2 and 3are below national averages and have declinedfor students aged 16 to 18.

88 There is clear strategic leadership in thecollege. Staff support the commitments toimproving financial health, assuring qualityand serving the community. The annuallyupdated strategic plan is comprehensive.An analysis of local economic and trainingneeds has been used in developing the plan.Changes in the local economy are identifiedin the revised plan for 1999-2000 and theirimplications for the community and the collegeare assessed. The plan is implemented throughdetailed operating statements and faculty andservice plans. Progress is monitored inmanagement meetings.

89 Managers understand their responsibilities.Reporting lines are well defined.Recent modifications to the structure reflectthe community aspect of the mission and areintended to further strengthen the commitmentto widening participation. The self-assessmentreport acknowledged shortcomings in systemsfor the management of work based at centresin the community. In addition there aresignificant weaknesses in the management of

a number of curriculum and cross-college areas,including support for students.

90 Communication in the college is good.There is an effective cycle of meetings forplanning, target-setting and monitoringactivities. An open approach to the circulationof minutes, and regular staff briefings andbulletins keep staff well informed aboutimportant matters affecting the college.Inspectors agreed with the college thatmanagers have insufficient access to themanagement information system and toelectronic communication. Plans are in handto address this weakness. The quality ofmanagement information has improved sincethe previous inspection. Staff have confidencein the reliability of information and thequality of reports.

91 The process for allocating resources, aspart of the college’s annual programme planningexercise, is sound. However, in somecurriculum areas, particularly where theprovision has grown significantly, there is ashortage of resources. Some areas have toofew staff with management responsibilities tocover satisfactorily the work of planning,organising and monitoring. The college hastaken steps to reduce the high dependency onagency staff in some areas, a weaknessrecognised in the self-assessment report.

92 Inspectors agreed that the college hasgood links with a wide range of organisationsinvolved in education and training.The college’s committed response to theneeds of its community is a major strength.The college works with a broad range ofpartners which includes the TEC, localgovernment, education authorities, healthtrusts, the police and probation services, andlocal employers. It is currently running coursesin over 50 schools and community locations.The college actively seeks external recognitionof its achievements. It has been successful inattaining a large number of local, regional and


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national awards. The college, as is noted inthe self-assessment report, has undertaken anumber of imaginative exercises in curriculumdevelopment, some of which have won Beaconawards. For example, French courses were runjointly for parents and their children at twolocal infant/junior schools.

93 The college is committed to promotingequal opportunities. Policies and codes ofpractice have been revised recently followingwide consultation. There are clear monitoringarrangements. Equal opportunities reportscontain useful analyses of staffing and ofstudents’ achievements. All areas of the collegehave recently conducted an ‘equality assuranceaudit’. The TSC inspectors identified someconcerns that involved equal opportunitiesissues in off-site work-based training. Themanagement of health and safety is generallygood. The college holds the gold award of theRoyal Society for the Prevention of Accidentsand performed well in its first British SafetyCouncil five-star assessment.

Conclusions

94 The self-assessment report and its updateprovided a useful basis upon which to planand carry out the inspection. The process ofself-assessment is well understood by staff.Action-planning to address weaknessesidentified through self-assessment is not fullydeveloped. Inspectors agreed with many ofthe strengths and weaknesses in the report butthey considered that some of the strengthsidentified by the college were no more thannormal practice. Some weaknesses and a fewstrengths identified by inspectors had not beenrecognised by the college. Inspectors hadconfidence in the reliability of the data providedby the college but they could not agree withsome of the findings in the self-assessmentreport in relation to rates of student retentionand achievement. In particular, mostcurriculum areas gave insufficient weight to

weaknesses in retention and achievement whenarriving at their judgements. Inspectors agreedwith only one of the seven self-assessed gradesproposed by the college for curriculum areas.In one instance the inspectors awarded ahigher grade and in the remaining five areasthe judgement was one grade lower. Of the fivegrades awarded for aspects of cross-collegeprovision, inspectors agreed with two of thegrades but found that the college had beenovergenerous in its grading of three areas.

95 Strengths and weaknesses identified duringthe inspection are listed under each section ofthis report. The main strengths and weaknessesare identified in the summary.


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College Statistics

Student numbers by age (November 1999)

Age %

Under 16 1

16-18 years 13

19-24 years 23

25+ years 61

Not known 2

Total 100

Source: college data

Student numbers by level of study (November 1999)

Level of study %

Level 1 (foundation) 24

Level 2 (intermediate) 35

Level 3 (advanced) 12

Level 4/5 (higher) 2

Non-schedule 2 27

Total 100


Student numbers by mode of attendance andcurriculum area (November 1999)

Programme Full Part Total area time time provision

%

Science 305 4,891 29

Agriculture 73 184 1

Construction 22 36 0

Engineering 1 185 1

Business 166 1,338 9

Hotel and catering 82 1,170 7

Health andcommunity care 192 4,187 25

Art and design 41 584 4

Humanities 293 2,524 16

Basic education 292 1,124 8

Total 1,467 16,223 100


Widening participation

Based on a postcode analysis of 1995-96 ISRdata, the college recruited 51% of students fromdisadvantaged areas defined in relation to theDepartment of the Environment Index of LocalConditions.

Staff expressed as full-time equivalents(November 1998-99)

Perm- Fixed Casual Totalanent term

Direct learning contact 111 5 18 134

Supporting direct learning contact 25 4 0 29

Other support 104 3 0 107

Total 240 12 18 270

Source: college data, rounded to nearestfull-time equivalent


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College Statistics

Three-year T rends

Financial Data

1997 1998 1999

Income £8,473,000 £8,489,000 £9,314,000

Average level of funding (ALF) £17.38 £16.89 £16.66

Payroll as a proportion of income 71% 68% 68%

Achievement of funding target 100% 99% 97%

Diversity of income 21% 21% 26%

Operating surplus £92,000 £165,000 -£48,000

Sources: Income – Council Circulars 98/43 (1997), college (1998 and 1999)ALF – Funding Allocations 1997-98 (1997 and 1998), Funding Allocations 1998-99 (1999)Payroll – Council Circulars 98/43 (1997), college (1998 and 1999)Achievement of funding target – Performance Indicators 1997-98 (1997 and 1998), college (1999)Diversity of income – Council Circulars 98/43 (1997), college (1998 and 1999)Operating surplus – Council Circulars 98/43 (1997), college (1998 and 1999)

Students’ achievements data

Level Retention Students aged 16 to 18 Students aged 19 or overand pass 1996 1997 1998 1996 1997 1998

1 Number of starters 233 268 259 593 583 829

Retention (%) 79 71 78 69 71 79

Achievement (%) 65 62 57 61 67 69

2 Number of starters 722 820 685 848 1,060 1,290

Retention (%) 68 66 68 61 71 71

Achievement (%) 37 40 71 62 68 76

3 Number of starters 740 690 485 803 823 1,172

Retention (%) 62 67 68 67 73 70

Achievement (%) 59 66 64 67 63 70

4 or 5 Number of starters 1 – – 29 59 64

Retention (%) 100 – – 86 92 80

Achievement (%) 100 – – 32 52 44

Short Number of starters 262 445 1,658 5,487 6,876 10,502

courses Retention (%) 87 88 99 95 91 95

Achievement (%) 33 67 92 21 41 83

Unknown/ Number of starters 106 286 96 1,322 1,541 1,274

unclassified Retention (%) 73 74 74 76 75 73

Achievement (%) 70 33 77 48 51 88

Source: ISR– ISR data not collected

Published by theFurther Education Funding Council

Website www.fefc.ac.uk© FEFC August 2000

FEFC Inspection Report 107/00

Documents

Bournville College of Further Education Inspection Report 2000Bournville College of Further Education Contents Paragraph Summary Context The college and its mission 1 The inspection