CONTENTS
Basic information about the college
Part A: Summary
Information about the college
How effective is the college?
Quality of provision in curriculum and occupational areas
How well is the college led and managed?
To what extent is the college educationally and socially inclusive?
How well are students and trainees guided and supported?
Students' views of the college
Other information
Part B: The college as a whole
Summary of grades awarded to teaching and learning by inspectors
Achievement and standards
Quality of education and training
Leadership and management
Part C: Curriculum and occupational areas
Horticulture and floristry
Equine and animal care Sport, leisure and public services
Literacy and numeracy
Part D: College data
Table 1: Enrolments by level of study and age
Table 2: Enrolments by curriculum area and age
Table 3: Retention and achievement
Table 4: Quality of teaching observed during the inspection by level
Basic information about the college
Name of college: Easton College Type of college: Specialist Land-Based Principal: David Lawrence Address of college: Easton Norwich Norfolk NR9 5DX Telephone number: 01603 731200 Fax number: 01603 741438 Chair of governors: Sir Nicholas Bacon Bt. Unique reference number: 130766 Name of reporting inspector: Christine Dick HMI Dates of inspection: 3-7 November 2003
Part A: Summary
Information about the college
Easton College was established in 1974, following the merger of three Norfolk land-based colleges. It serves a large rural county with a widespread population that includes areas of urban and rural comprise less than 2%. The unemployment rate for Norfolk is around the national average, although this masks significant seasonal variations in employment patterns. Direct agricultural employment accounts for 1.3% of the population and in rural areas it is substantially higher. The college remains loyal to its land-based history, but recruitment to some areas is low. Consequently, the college has diversified and now provides a wider range of courses. The sports and public services curriculum has grown considerably in recent years. In 2002/03, there were 3,149 students on college courses. Almost 70% of enrolments were adult students and many of these were following short courses in health and safety, food hygiene and a range of land-based subjects. Around 75% of students on full- time courses were aged 16 to 18 and approximately 59% of all students were male. In the same year, 76% of students aged 16 to 18 and some 68% of adults were on courses at levels 1 and 2. There are 133 work-based learners on programmes across the full range of land-based occupations and sport and recreation. Two thirds of these learners are working towards foundation modern apprenticeships and the rest towards advanced modern apprenticeships and National Vocational Qualifications (NVQs). The college, reflecting the area it serves, has a very small number of students from minority ethnic backgrounds. Full-time students aged 16 to 18 are drawn from a wide geographical area. The college's mission is `to be a specialist college of which students, staff and the community can be proud'.
How effective is the college?
The college provides satisfactory teaching and learning opportunities for most of its students. Provision for work-based learning has improved significantly and is now good. Overall, there have been improvements in retention and pass rates. In particular, the numbers of students achieving level 1 qualifications have increased considerably. Inspectors judged the provision to be good in two curriculum areas and satisfactory in three.
Key strengths
o good support in literacy and numeracy for individuals and groups
o good personal support for students
o effective development of practical skills
o highly productive partnerships with employers
o good curriculum links with local schools
o sound financial management
o much improved work-based learning programmes
o effective approaches to widening participation
o the commitment and business expertise of college governors.
What should be improved
o poor pass rates in animal care and first diploma public services
o teaching standards and reinforcement of student learning
o the development and monitoring of quality assurance
o low achievement of modern apprenticeship frameworks
o staff training to support specific learning difficulties and disabilities
o tutorials for full-time students
o the promotion of equality and diversity.
Further aspects of provision requiring improvement are identified in the sections on individual subjects and courses in the full report.
Quality of provision in curriculum and occupational areas The table below shows overall judgements about provision in subjects and courses that were inspected. Judgements are based primarily on the quality of teaching, training and learning and how well students achieve. Not all subjects and courses were inspected. Inspectors make overall judgements on curriculum areas and on the effectiveness of leadership and management in the range: Outstanding (grade 1), Good (2), Satisfactory (3), Unsatisfactory (4), Very Poor (5).
Area Overall judgements about provision, and comment Agriculture and Satisfactory. Retention rates on national diploma courses are high, countryside but completions of modern apprenticeship frameworks are low. Students are confident and well motivated and there is good development of practical skills. Links with industry are highly productive and provision for work-based learners is now good. Individual tutorials for full-time students are ineffective, teachers do not adequately reinforce students' learning in classes and the scheduling of students' assignments is poor. Horticulture and floristry Satisfactory. There are high pass rates on the first diploma in floristry. Students' work is of a high standard and most students progress to employment or to further study. Pass rates were poor in 2003 on the Royal Horticultural Society (RHS) general examination in horticulture and there is an over-reliance on traditional teaching methods in theory classes. Poor plant labelling restricts independent study and reinforcement of learning in the college grounds. Equine and animal care Satisfactory. Pass rates in horse care are outstanding, but in animal care pass rates are poor and have declined. Science is well taught using good resources. In too many lessons, there is insufficient emphasis on reinforcing learning. The provision in horse care is good and reflects good management of the curriculum, although in animal care there are some weak aspects of curriculum management. Sport, leisure and public Good. Most students gain their qualifications and achieve a high services standard of skills and knowledge. There is very good practical teaching in sport and leisure, although there is insufficient use of appropriate teaching and learning strategies in public services. Practical facilities in sport and leisure are very good, but there is an insufficient range of resources in the learning resource centre. Literacy and numeracy Good. There is much good teaching, achievement by students and development of skills. Good analysis of individual needs allows early identification of support needs for most students. Curriculum leadership and management are effective. Learner mentors have insufficient training in the recognition of common specific learning difficulties and disabilities and in coping strategies to mitigate their effects.
How well is the college led and managed?
Leadership and management are satisfactory. The strategic direction of the college is led effectively by the principal, governors and senior management team. The vision is recognised and accepted by all. Relationships with local employers are particularly strong. There has been considerable investment in improving teaching and student residential accommodation. Curriculum management is sound in most areas and the management of work-based learning is good. The college has an weak. The implementation and monitoring of quality assurance policy and procedure are insufficiently well developed. The self-assessment process is inclusive, but of variable quality. Inconsistent outcomes significantly reduce the ability to set realistic and challenging targets for improvement. The college has a highly committed governing body with a broad range of relevant skills and experience. The financial health of the college is good and value for money is assured through effective deployment of staff and other resources.
To what extent is the college educationally and socially inclusive?
The college's response to education and social inclusion is satisfactory. There has been considerable success in developing a range of courses at pre-entry, entry and level 1, for adult students with severe difficulties such as autism or mental health problems; and through information technology (IT) courses in the community. The college is particularly successful at helping students to make good progress from a low starting point and literacy and numeracy provision is good. The college provides a range of courses for pupils aged 14 to 16 from local schools. There are successful strategies for ensuring that students do not feel bullied or harassed. Access to the college, for students with restricted mobility, is good. Residential accommodation enables students who live a distance away to join college courses. There is a race equality policy, but the college is not complying with race relations legislation. There is no race equality action plan or systematic action to promote racial equality in accordance with the general and specific duties of colleges.
How well are students and trainees guided and supported?
Support and guidance are satisfactory. New management arrangements have improved the coherence, co-ordination and quality of services. There is much effective support for students by teachers and course tutors. Initial assessment of students' literacy and numeracy skills is carried out swiftly and additional support is put in place. An enthusiastic team of learning mentors and support assistants work effectively with individuals and groups of students. However, they have had insufficient training in the identification and management of specific learning difficulties. Course tutors provide careers education, but this is not effectively monitored. The careers library has insufficient information about higher education (HE) institutions. Tutors are providing improved reviews of progress and target setting for students, although these, and more general tutorials, are not uniformly well done. There is very good identification and provision of support for students with learning difficulties and disabilities on the horticulture therapy course. The learning support agreements for the small number of students with sensory impairments are poorly developed.
Students' views of the college
Students' views about the college were taken into account and a summary of their main comments is presented below:
What students like about the college
o the friendly, relaxed and secure learning environment
o the good and improving sports, recreation and social facilities
o the help and support from staff
o the good range of specialist courses
o the good mix of student age groups
o the educational trips and visits.
What they feel could be improved
o transport - late and overcrowded buses
o the timetabling of some courses
o insufficient dedicated quiet areas for academic work.
Other information
The college inspection report will normally be published 12 working weeks after the formal feedback of the inspection findings to the college. Once published, the college has two months in which to prepare its post-inspection action plan and submit it to the local Learning and Skills Council (LSC). The college's action plan must show what action the college will take to bring about improvements in response to issues raised in the report. The governors should agree it before it is submitted to the local LSC. The local LSC should send to Ofsted only action plans from colleges that have been judged inadequate or have been awarded a grade 4 or 5 for curriculum provision, work-based learning and/or leadership and management.
Part B: The college as a whole
Summary of grades awarded to teaching and learning by inspectors
Aspect & learner Graded good or better Graded Graded less than type (Grades 1 to 3) % satisfactory satisfactory (Grade 4) % (Grades 5 to 7) % Teaching 16-18 60 35 5 19+ and WBL* 56 30 15 Learning 16-18 62 34 4 19+ and WBL* 59 33 8
Key: The range of grades includes: Excellent (Grade 1), Very Good (Grade 2), Good (Grade 3), Satisfactory (Grade 4), Unsatisfactory (Grade 5), Poor (Grade 6) and Very Poor (Grade 7).
*work-based learning
Achievement and standards
1. The college provides a range of full-time, part-time and work-based learning programmes, mainly in land-based subjects and more recently in sport, leisure and public services. Vocational courses lead to foundation qualifications, NVQs at levels 1, 2 and 3, first and national diplomas and national certificates. The college also offers courses leading to professional qualifications, including those of the RHS and the British Veterinary Nursing Association. Short courses are offered in many subjects including chainsaw, fertiliser and pesticide application and IT applications.
2. There are 133 learners on work-based learning programmes leading to NVQs and foundation and advanced modern apprenticeships. There is imaginative use of European social funding (ESF) to provide training for employed staff in local businesses. For example, a large number a staff employed by a leading poultry producer have been supported to achieve NVQ poultry production at level 2. The college also supports the same company to provide a comprehensive one-week induction programme for new staff. This has contributed to a significant increase in the retention rate of company staff.
3. In recent years, retention rates on college courses have improved and, with the exception of adult students on level 1 courses, are generally at, or above, the national averages for specialist land- based colleges. Pass rates have been more variable, in particular at levels 1 and 2. In 2001/02, overall pass rates at level 1 were in the bottom 10% of colleges of a similar type. At level 2, the pass rates of students aged 16 to 18 were around the national average, but for adult students declined to 12% below. College data for 2002/03 indicate that this decline has been reversed. Notably, level 1 pass rates for students aged 16 to 18 have improved by almost 50%. Pass rates for key skills were very poor in 2001/02, but have shown significant improvement in 2002/03. Attendance in lessons observed during inspection, at just under 86%, was slightly above average for specialist land-based colleges inspected in the previous year.
16 to 18 year olds 4. In 2001/02, at level 3, pass rates were 7% above national average for specialist colleges and retention rates, at 90%, were in the top 25%. At level 2, pass rates declined to around the national average and retention rates improved to 84%, from 77% in the previous year. At level 1, pass rates were in the bottom 10% for colleges of a similar type, although the retention rate improved from 69% to 90%. In 2002/03, at levels 2 and 3, pass and retention rates were around the national average but at level 1, pass rates improved by almost 50%. Students are well motivated, enthusiastic and develop good practical skills in most areas.
5. The achievement of modern apprenticeship frameworks has been low. Recently, there have been significant improvements in retention rates and the achievement of NVQs and key skills for foundation modern apprenticeships. In the current year, 71% of all modern apprentices in agriculture and countryside, retained from 2002/03, have already completed the key skills requirements and all are on target to achieve the full framework. Learners demonstrate a good standard of practical competence and are confident in their work. They are well supported by employers. In some areas, notably mixed farming and crop production, learners receive certificates for units achieved on an ongoing basis during their programme.
Adult learners
6. In 2001/02, at levels 2 and 3, retention rates improved significantly, but overall pass rates declined. On level 1 courses, both pass and retention rates were poor. In 2002/03, college data indicate that at level 3, pass and retention rates improved to around the national average. At level 2, retention rates remained around the national average and pass rates improved by 6%, to just under the national average. At level 1, from a low baseline, retention rates improved by 20% and pass rates improved by more than 50%. Retention and pass rates on short courses for adult students are consistently high. Significant numbers of employees from a large local poultry production and processing unit successfully complete courses in basic food hygiene and health and safety, as part of their induction.
Quality of education and training
7. Teaching and learning were graded by inspectors in 95 lessons. Teaching was good or better in around 59%, slightly above the national average for all lessons in land-based courses inspected in 2002/03. The overall percentage of unsatisfactory sessions, at around 7%, compares favourably with the national figure of just over 11%. There were no lessons in which the teaching was judged to be outstanding. Learning was good or better in 61% of lessons and unsatisfactory in about 5% of sessions observed.
8. The highest proportions of good or very good teaching were in literacy and numeracy, and in sport, leisure and public services. The most unsatisfactory teaching was observed in agriculture and countryside, and in equine and animal care. The teaching of students aged 16 to 18 was typically more successful than the teaching of adult students. Significantly more of the classes taught by part- time teachers were judged to be unsatisfactory than of those taught by full-time staff. Attendance at lessons during the inspection, at almost 86%, was around the national average for colleges of a similar type.
9. Teaching and learning are weakest at level 3, in particular, for adult students. The most successful classes combine theory with practical work. Teachers establish clear links between activities. These sessions are carefully planned to engender a suitable pace and to build on previous knowledge, skills and understanding. In the weaker classes, teachers do not involve students effectively and too little attention is given to checking and reinforcement of learning. Insufficient thought is given to the range of students' abilities and, as a result, the most able students are not challenged to extend and develop their skills. 10. Teaching, training and learning for work-based learners are good. There is good development of practical skills and related knowledge through learning in the workplace and at college. Links between on-the-job and off-the-job learning are good. Work undertaken at college is relevant to the learners' work and reflects industry practice. Learners are encouraged to share experiences during lessons and informally at college. They do this with confidence, extend their understanding and develop good discussion skills.
11. The quality of key skills teaching and learning is good. The organisation and co-ordination of key skills teaching have been extensively revised. Sessions are now taught jointly by a key skills specialist working with the vocational tutor in course groups. An increasing number of students are now working towards key skills at level 3. Key skills work is effectively developed in a vocational context; for example, in a key skills lesson on application of number, landscape management students made a scale drawing and calculations relating to a patio area which they were going to lay. Key skills achievement at levels 1 and 2 is significantly above the national average.
12. The college has made significant investment in improving its teaching accommodation. A recently completed teaching block provides excellent classroom facilities together with good-quality science laboratories and floristry practical workshops. All teaching rooms in this facility have data projection and sound amplification equipment, and two rooms have interactive boards. Careful consideration has been given to creating an inclusive learning environment, with such features as induction loops for those with hearing impairment and tactile room signage. Access for people with restricted mobility is good across most of the campus.
13. The college intranet provides access to college policies and procedures, and holds an increasing stock of teaching material. There are six specialist rooms for teaching computer skills and further computers are available for independent study in the new learning resource centre. Resources in the centre are good for some curriculum areas, including agriculture and countryside, but insufficient in others, such as veterinary nursing and sport. There are insufficient text-based materials for adults with low reading ages.
14. The college estate provides a welcoming environment for students. It accommodates a good range of animals for use in teaching, including finishing pigs on a newly built unit, cattle, deer, horses in good-quality equine stables and riding areas, game birds managed by game-keeping students, and a range of species in the animal care unit. Some animal care accommodation is unsatisfactory and there are insufficient facilities for housing and accessing dogs and cats for students' practical work. Students value the support the estate gives to their learning. Work placements used for work- based learners are of good quality. Facilities for practical sports are good. Residential accommodation for 100 students is in single rooms and has recently been upgraded. The college gardens are well stocked, but insufficient maintenance and plant labelling does not optimise their use for horticulture students.
15. Most staff are appropriately qualified and experienced in their vocational area. Around 85% of full-time teaching staff, but just 29% of part-time staff have teaching qualifications. There is no formal strategy to support staff in becoming confident and qualified in the use of IT in teaching. Most staff have good awareness of health and safety issues and this is reflected in teaching and assessment.
16. Assessment practice is effective in most areas. Assignments are generally well-designed, including the successful incorporation of key skills into assignments in sports, leisure and public services, and equine and animal care programmes. There is particularly effective use of assessment action plans to help students develop their portfolios of evidence in agriculture and countryside NVQ programmes. On agriculture and countryside college-based courses, poor information for students about assessment arrangements has made it difficult for students to manage their time. In equine studies, there is good use of yard duties and work experience to support assessment. By contrast, in animal care, the duties performed by students are not assessed. Poor assessment practices in animal care led to the suspension of direct certification rights by the awarding body in July 2003. As a result, the college was unable to certificate students promptly for NVQs in animal care.
17. Assessment is used effectively in most areas to plan students' learning and monitor their progress. This process is handled well in literacy and numeracy. It is not well developed in agriculture and countryside college-based programmes, but is effective in work-based learning. The marking and annotation of students' work are at least satisfactory in most areas. There is particularly constructive feedback to students in sports, leisure and public services, and in literacy and numeracy. A new strategy to improve the prompt handing-in of students' work, which is being piloted in sports, leisure and public services, is not yet having a successful impact.
18. A schedule of internal verification has been put in place by the college to improve the consistency of the process. The most robust examples of internal verification are in horticulture and floristry, sports, leisure and public services, veterinary nursing and key skills.
19. The college has developed effective partnerships to benefit students and the community. It is responsive to the needs of employers and is a partner in an independent service, based on college premises, which provides advice to rural businesses. Work with a general further education (FE) college in Great Yarmouth allows local people access to animal care courses. There is good-quality work to enhance the curriculum of local schools at both primary and secondary level. Links are in place with over 20 secondary schools. More than 200 school pupils work towards qualifications in agriculture, horticulture, animal care, and sport. Teaching is of good quality and attainment is sometimes above the level for students at an equivalent stage of a level 1 course. Useful teaching materials and books are made available to help schools teach rural themes at all key stages. Effective partnership work has helped secure sponsorship to convert a barn on the college site, which now forms a good-quality base for schools teaching and resources.
20. A good programme of enrichment activities is available to students, including sports, social events, guest speakers and voluntary activities in organised groups. Attendance records are kept, although full monitoring of students' participation is not yet in place. The college pays close attention to meeting students' needs. The teaching day is arranged to help a rurally dispersed student population, and those with childcare responsibilities, to attend. Patterns of off-the-job training for work-based learners fit well with employers' work schedules.
21. The range of course provision is satisfactory and meets the needs of most students. There are clear progression routes in most curriculum areas from entry level through to level 3 and, in some, to HE. Most students progress either to FE and training or into employment. There is a wide range of work-based learning programmes available. However, there is insufficient opportunity in some curriculum areas for part-time attendance. There is little provision in the evening or at weekends. Some courses are organised at different locations in the county, including an entry level horticultural course for people with mental health difficulties, and computer courses at a range of locations.
22. Services for students are well managed. The new directorate responsible for this work has a clear vision and programme of development. There are good arrangements to provide potential students with information, advice and guidance. Information about college courses is supplied quickly in response to enquiries. All students are interviewed before a place is offered. Most come to the college with a clear idea of their vocational area of interest, attracted by the college's specialist courses and reputation for supporting students. They are generally placed on the correct level of course. Where necessary, students are supported in changing their programme. Students enjoy and value their induction programmes.
23. Students in the college receive much effective support, which has contributed to the significant improvement in their achievements at level 1 in 2003. Good progress has been made in improving the co-ordination, coherence and quality of services within the new directorate of learner support. There is an enthusiastic team of learner mentors and support assistants. The initial assessment of students' support needs and the identification of learner mentors for individual students have been carried out in a timely fashion in the current year. The one-to-one support provided by learning mentors is good and effectively meets the needs of most students. Good use is made of individual learning plans for students receiving support in literacy and numeracy, although learning mentors have insufficient training in specific learning difficulties such as dyslexia. There is very good identification and provision of support for students with learning difficulties and/or disabilities on a horticultural therapy programme and their progress is well reviewed. However, these students are not well integrated into the wider life of the college. The learning support agreements of the small number of students with sensory impairments are poorly developed. 24. New arrangements are in place to improve the consistency of tutorials, including a common scheme of work. Tutors are beginning to pay more attention to the review of individual students' progress and to follow-up action plans. However, the quality of tutorials remains variable, especially in agriculture and countryside college-based courses, where tutorial provision is weak. Careers education and advice are provided through the tutorial programme by course tutors, but there are no arrangements for monitoring its quality. The small library of careers information available in the learning resource centre is satisfactory in scope, but does not include enough information about HE institutions. A Connexions adviser operates in the centre for one afternoon and evening a week, providing advice and guidance for both individual and drop-in sessions for students aged up to 19.
25. There is good support for the 95 young people in residence. The college is meeting the national minimum care standards, although at the time of the inspection not all the necessary police checks had been finalised. A new structure for support has been put in place, using student `floor representatives' and student wardens to support the work of the staff wardens, all of whom are employed by the college and resident on site. The student wardens and floor representatives approach their roles with great maturity and appreciate the responsibility of their posts, although training has not been provided to support them in their roles, which are taxing in terms of relationship and communication skills.
Leadership and management
26. Leadership and management are satisfactory. There is clear strategic leadership from the principal and the senior team. The strategic direction of the college, expressed through the development plan, is recognised and accepted by all. The vision is communicated effectively to local employers and other interested parties, who work with the college in highly effective partnerships. Relationships with employers and partner schools are particularly strong. Since the last inspection, there has been considerable investment in accommodation, both teaching and residential, with a strong emphasis on improving access for students with restricted mobility. The college has undertaken several initiatives to improve the quality of teaching and learning, including the introduction of a valued team of learner mentors and, in 2002/03, there has been a substantial increase in pass rates at level 1.
27. The curriculum management structure was substantially revised during 2003. Teaching and learning are managed in four departments. Staff are clear about their roles and responsibilities. Authority and accountability are delegated to managers and through the departments. There is regular financial monitoring and departments receive monthly finance reports. Managers have considerable autonomy to develop their curriculum areas in response to needs that have been identified in the college development plan. Curriculum proposals must satisfy the demands of the rigorous course-costing model. The college takes an active lead in developing and providing courses to ensure that it is able to maintain a specialist role serving the rural communities. This has led to diversification and the development and growth of sports, leisure, public service and some business courses.
28. Managers are approachable and responsive. Communication in the college is effective. There is a monthly newsletter and the principal holds monthly staff meetings. There are regular directorate, departmental and course-team meetings. Following a management re-structuring early in 2003, an effective meeting structure has been established, including the directorate, the senior management team and the academic management team. These three teams oversee and manage the strategic and operational activities of the college. In addition, there is a wide range of committees covering all aspects of college work. Committees have explicit terms of reference and meetings are documented, although there is no systematic checking that actions have been completed.
29. The management information system (MIS) is satisfactory in providing timely and reliable reports on finance, student enrolments, and retention and pass rates, to managers on a monthly basis, and to course teams twice a year. Course teams use this information to inform their course reviews, although the current format of the management information reports is not readily understood. The system has recently been upgraded and will permit most staff to obtain more accessible electronic information from their desks, from early in 2004. Course teams do not yet make adequate use of the information to identify trends in performance or to plan remedial action.
30. Curriculum management is sound in most areas of the college. It is good in equine studies, literacy and numeracy, sports, leisure and public services and work-based learning courses, but less satisfactory in animal care. There are clearly defined and well-understood lines of responsibility. Course-review procedures are satisfactory, but insufficient critical analysis of data prevents the development of challenging targets for improvement. The new course-review process, introduced in 2002, has brought more rigour and is effective in some, but not all, curriculum areas. There are regular, focussed course-team meetings that address issues relating to the progress of students. These meetings are arranged at times that permit part-time and fractional staff to attend. All meetings produce action minutes that form the agenda for the next meeting. However, in equine and animal care, there is very little identified action that relates to the progress of students.
31. The management and provision of work-based learning are good. There are regular and effective review meetings and the planning of the provision and of off-the-job training is arranged to suit the needs of both employers and trainees. The central administration team is effective and communications with work-based learning staff are good.
32. The college has an equal opportunities policy. Reports on students' attendance, retention and pass rates by gender, age and ethnicity are received by the corporation, managers and course teams, but there is very little critical analysis of this data to inform quality assurance or development needs. The college does not adequately evaluate the experience of different groups of students, for example, the performance of young males on full-time courses. There has been limited development of diversity. College publicity materials contain too many stereotypes, for example featuring predominantly females in equine and animal care courses and males in agriculture. The language used in much central student information is too complicated to be easily understood by all students. The college has prepared a race equality policy, although there is no race equality action plan. Staff training in equal opportunities took place in July and September, focusing on disability and the introduction of the Special Educational Needs and Disability Act 2001 (SENDA), but no training has yet taken place in relation to the Race Relations (Amendment) Act 2000. There is an anti-bullying policy for students and a harassment policy for staff. Students are aware of the complaints procedure and, in the few instances where complaints have been received, they have been followed up efficiently.
33. Quality assurance is insufficiently well developed throughout the college. The quality manager has responsibility for quality policies and procedures, but this does not cover personnel policies, teaching and learning or marketing. Despite the wide range of quality policies and procedures recently introduced, systems in place to monitor their implementation are inadequate. Lesson- observation procedures are clear and well documented. All teachers are observed annually by trained internal observers, but the results of lesson observations are inconsistent: judgements are not always linked to the evidence provided and this has resulted in little improvement in the standard of teaching and learning across the college. Appraisal is carried out systematically and linked to the college's continuous professional development programme. The college supports most staff development needs, although the impact of staff development on performance and students' experience is not effectively evaluated.
34. The self-assessment process has been revised and now involves all staff. Course reports are aggregated upwards to develop departmental reports and finally the full college self-assessment. The self-assessment report is of variable quality, with insufficient critical analysis across the college to ensure the consistency of judgements. Although the process has been inclusive, the inconsistent outcomes significantly reduce the ability to set realistic and challenging targets for improvement.
35. The college has a highly committed governing body with a broad range of relevant skills and experience. Governors do not receive sufficient training to monitor the educational performance of the college or to provide an effective level of challenge. The governors have indicated an intention to work more closely with departments of the college and link governors have been named, but few of these visits have yet taken place. The chairman undertakes the appraisal and annual target setting of the principal.
36. The college has undertaken benchmarking exercises to compare its performance with that of other colleges. It is now providing value for money in most aspects of its business. However, the strategic decision to maintain the specialist agricultural nature of the college has resulted in low numbers in some teaching groups. The financial health of the college is good and the management of resources is satisfactory.
Part C: Curriculum and occupational areas
Agriculture and countryside
Overall provision in this area is satisfactory (grade 3) The contributory grade for work-based learning is good (grade 2)
Strengths
o good retention rates on national diploma programmes
o confident and well-motivated students
o high standards of practical skills demonstrated by students
o good resources to promote learning
o productive employer links to support students' learning
o good provision for work-based learning.
Weaknesses
o low achievement of modern apprenticeship frameworks
o inadequate reinforcement of learning by teachers
o ineffective tutorials for full-time students
o poor scheduling of students' assignments on full-time programmes.
Scope of provision
37. There are 96 full-time, and 120 part-time students on courses in agriculture and countryside. Courses include first and national diplomas in agriculture and in countryside and the environment, and NVQs in agricultural subjects at levels 1, 2 and 3. There are 72 work-based learners, and 30 of these are funded through the ESF. Additional qualifications are available to meet the legislative requirements of future employment. Two thirds of students are aged 16 to 18 and 7% are female.
Achievement and standards
38. Retention rates on national diploma courses are high, but the rate for the first diploma in agriculture has declined over the last three years. Retention and pass rates for the first diploma in countryside and environment are around the national average. Pass rates for level 3 poultry production are good, but the achievement of modern apprenticeship frameworks is low. Recent improvements in retention rates and on-programme achievement for foundation modern apprentices have been significant. In 2001/02, just 39% of foundation modern apprenticeships were retained, but of those who started in 2002/03, 76% are still in learning. Many are on target to achieve the framework by the expected completion date. More than 70% of the current modern apprentices have achieved their key skills. The achievement of NVQs by employed adults on ESF-funded programmes is good. This programme is helping to raise skill levels, particularly in the poultry industry. Retention and pass rates on short courses are close to national average. Students achieve a high standard of practical skills.
A sample of retention and pass rates in agriculture and countryside, 2001 to 2003
Qualification Level Completion year: 2001 2002 2003 First diploma in 2 No. of starts 6 10 12 agriculture % retention 100 90 67 % pass rate 100 67 88 First diploma in 2 No. of starts 6 9 14 countryside and % retention 100 100 86 environment % pass rate 83 100 86 NVQ livestock 2 No. of starts 19 2 13 production % retention 53 50 84 % pass rate 80 100 54 National diploma in 3 No. of starts 19 13 13 agriculture % retention 68 100 100 % pass rate 100 85 92 National diploma in 3 No. of starts * 12 15 countryside % retention * 92 93 management % pass rate * 91 73 NVQ poultry production 3 No. of starts 23 5 18 (2 year) % retention 52 20 61 % pass rate 33 100 64 Pesticides courses 3 No. of starts 187 214 202 (short) % retention 100 100 100 % pass rate 51 63 67
Source: ISR (2001 and 2002), college (2003) * course did not run
Quality of education and training
39. Teachers are enthusiastic and students are particularly confident, attentive and responsive in lessons. Teachers' support for individual and group work is good. In some sessions, photographs are used to extend background knowledge. There is good use of resources to help IT skills development. The reinforcement of health and safety issues and the quality of practical teaching are good.
40. In theory lessons, teachers do not adequately reinforce the learning of their students. Questions are not used effectively, either to check learning during the lesson or to review what students have learnt previously. Some lesson-plan objectives are unclear and few show effective strategies for dealing with students of different abilities. Different activities within the lesson are inadequately linked, and students' note-taking is not checked satisfactorily. During one session, the teacher continued to point out plant features whilst students were trying to record the previous information. Links between on-the-job and off-the-job learning, and the development of practical skills through work placements are good.
41. There are good resources to promote learning. The new science laboratories are well equipped. Good use is made of the estate by countryside students. Students helped establish, and now manage, the college's deer park and also manage the college shoot. Work-based learners have access to good resources, both in their workplaces and in college. Most workshop areas are functional, but the chainsaw work area is untidy and there are insufficient tools to meet students' needs. Teachers and workplace assessors have good technical knowledge and appropriate experience. Placement officers provide good support to students and employers.
42. Assessment in work-based learning is good. The assessment of competence in the workplace is well planned. Candidates benefit from effective guidance on how to complete their portfolios, which are of good quality and contain a diverse range of evidence. A few assessments are poorly planned and recorded. In one assessment, the candidate was asked to sign a feedback document before the assessor had completed it. Assignment briefs for full-time students are clear, well presented, and have helpful explanatory notes. However, the scheduling of these assignments is poor. Verification and moderation procedures are comprehensive.
43. There are appropriate progression routes on full-time and work-based learning courses, from levels 1 to 3. However, insufficient use is made of students' prior learning in planning their programme. Employers provide good learning opportunities. They often arrange additional work activities to enable learners to acquire new skills and gather evidence for their NVQs. One employer arranged for a learner to drive a sugar beet harvester to gain competence in crop harvesting. Learners are enthusiastic about their courses. Level 1 courses are also provided for an increasing number of pupils aged 14 to 16 from local schools.
44. Reviews of full-time students' progress in individual tutorials are ineffective. They are insufficiently thorough and lack detailed action plans. Group tutorials pay too little attention to students' personal and social development. A college-wide system of initial assessment systematically diagnoses individual students' learning needs. When additional support requirements are identified, an individual plan is prepared and a learning mentor allocated. The subsequent planning of in-class support and the links between the learning mentor and the vocational tutor are underdeveloped. Parents or guardians of students aged 16 to18 receive a twice-yearly report on their progress and are invited to meet tutors in the autumn term.
45. Guidance and support for work-based learners are good. They receive a thorough induction and employers receive good information on what is expected, including details of off-the-job training. Learners complete a helpful self-assessment of their aptitude for their chosen career, although this does not include a systematic evaluation of practical ability. Workplace progress reviews are carried out every three months. Most action plans include target dates for achieving tasks set, although in a few cases, actions are insufficiently focused on achievement. Learners are given good advice on progression opportunities.
Leadership and management
46. Leadership and management are satisfactory. The management of work-based learning is good. All staff contribute to the development of the self-assessment report. Staff development needs are identified through annual appraisals, although this does not include any formal arrangements for technical training and updating. Communications within the department are clear and issues arising are appropriately raised in course and staff team meetings. Course reviews are poorly attended by students and do not have employer representation. There are insufficient opportunities to set standards and share best practice to help raise quality. Staff do not fully understand the quality assurance framework. The promotion of equality of opportunity is poor.
Horticulture and floristry
Overall provision in this area is satisfactory (grade 3)
Strengths
o high pass rates in first diploma floristry
o the high standard of students' work
o good progression to further study and employment.
Weaknesses
o poor pass rates in 2003 in the RHS general examination in horticulture
o over-reliance on traditional teaching methods in theory classes
o poor plant labelling restricting independent study and reinforcement of learning.
Scope of provision
47. There are 392 students in this area, of which 68 are aged 16 to 18. There are 28 work-based learners. Some 44 students are studying full time and 348 part time. Some 2% of the full-time and 29% of the part-time students are studying floristry. Both horticulture and floristry offer full-time and part-time courses, from levels 1 to 3. Full-time students study relevant key skills. Full-time horticultural students can work towards additional qualifications, such as the safe use of chainsaws and pesticide application. Level 1 horticultural students can work towards a basic tractor driving test. NVQ level 1 horticulture is provided for pupils aged 14 to 16, in conjunction with local schools. Entry level courses for students with severe learning difficulties are organised in association with local day centres.
Achievement and standards
48. Pass rates on the first diploma floristry are high. The college has changed the duration of the programme from two years to one, and the retention rate is now improving. In 2003, pass rates on the RHS general examination in horticulture declined and, at 50%, were poor. Pass and retention rates on other programmes are satisfactory. Students' work is of a high standard. Most portfolio and assignment work are produced using IT and are professionally presented. In floristry, students use previous learning, together with their own thoughts and design, to improve performance. In one class, where students were designing and making an Egyptian-style collar to form part of a display, all produced very distinctive designs. Practical skills are developed effectively and particular attention is paid to skill and safety when using potentially dangerous tools, such as knives, scissors, saws and pruning shears.
A sample of retention and pass rates in horticulture and floristry, 2001 to 2003
Qualification Level Completion year: 2001 2002 2003 NVQ 1 amenity 1 No. of starts * 27 14 horticulture % retention * 63 60 % pass rate * 71 77 First diploma in 2 No. of starts 11 9 6 horticulture % retention 82 89 100 % pass rate 78 88 100 First diploma in floristry 2 No. of starts 18 23 25 % retention 72 48 60 % pass rate 100 91 87 Chainsaw and related 2 No. of starts 46 44 55 operations % retention 87 100 100 % pass rate 87 100 73 RHS general 2 No. of starts 7 20 23 examination in horticulture % retention 86 50 61 % pass rate 83 80 50 National 3 No. of starts 10 11 17 diploma/certificate in % retention 70 73 88 horticulture % pass rate 85 38 73
Source: ISR (2001, 2002), college (2003) * course did not run
Quality of education and training
49. Students make satisfactory progress towards their learning goals. The development of manual skills is effective. Staff ensure that students strive for high standards in their work. In floristry, students self-assess each piece they produce and critically evaluate each other's work. Teachers use adult students' previous knowledge and experience to good effect and encourage them to develop their practical skills from one lesson to the next. In theory lessons, there is an over-reliance on traditional styles of teaching; teachers dominate lessons and students are insufficiently involved in their learning. The low numbers of students on full-time courses provide few opportunities for group work or for stimulating learning by discussion and interaction.
50. In weaker lessons, questions are not used effectively to engage all students or to consolidate and reinforce learning. Slow progress was being made by one group in computer-aided design. The adult students were having difficulty coping with the complexity of the software and a lot of time was wasted waiting for the tutor to be available to assist.
51. Staff have appropriate qualifications and industrial experience. Many of them are members of local industrial bodies and use information gained from these to update themselves and colleagues. Good use is made of the college grounds in teaching. New, purpose-built floristry rooms provide accommodation of a high standard. There are good practical work areas in the greenhouses and a wet-weather area in one of the polytunnels. There is a wide range of plant material in the grounds, but not all of the gardens are maintained to an appropriate industry standard. There is a lack of plant labels on a large number of the plants around the grounds, making plant identification for the students very difficult and reducing the opportunities for independent study and reinforcement of learning.
52. Assessment planning is satisfactory. Plans are produced annually and monitored by course teams. Most assignment briefs are clear and feedback from tutors gives good guidance on how students can improve their grades. However, many students have difficulty understanding the wording of the integrated vocational assignment and are unsure what is required of them to successfully complete the work. The internal verification system is robust and reliable, with detailed plans and good feedback to assessors.
53. There are good progression routes from entry level courses, through FE and on to HE, either at Easton or at other establishments. Of those completing courses in 2002/03, the majority progressed either to further studies or to employment. An entry level course for students with severe learning difficulties is very popular, with both the students and the local day centres. A large number of additional qualifications are taken by students, including chainsaw and pesticide applications, which improve their employment prospects.
54. Advice for students prior to entry, through careers events and course leaflets, is satisfactory. All students are screened on entry for literacy and numeracy support needs, and appropriate support is put in place. Learning mentors are used particularly well with groups who have severe learning difficulties. Vocational staff are very supportive to students and give sound advice on progression and personal issues. Group tutorials concentrate on pastoral issues and are insufficiently focused on achievement of learning goals. Individual tutorials are used appropriately to track academic progress.
Leadership and management
55. Leadership and management are satisfactory. Managers welcome and act on the staff's and students' views. Weekly timetabled staff meetings, held outside teaching times, help ensure all are kept informed of developments. Part-time staff who are unable to attend are sent copies of action plans and are informed about important issues. Course review is used to inform the annual curriculum area self-assessment. Previous performance and national averages are used to arrive at performance targets and these are monitored. Equal opportunities issues are not effectively reinforced with students beyond the induction phase of their courses. Employer forums are not well attended and the college rarely seeks employers' views through questionnaires.
Equine and animal care
Overall provision in this area is satisfactory (grade 3)
The contributory grade for equine studies is good (grade 2)
Strengths
o excellent pass rates in equine studies
o good teaching of science subjects
o good personal and academic support for students
o good provision in equine studies.
Weaknesses
o poor pass rates in animal care
o insufficient emphasis on reinforcing learning in lessons
o poor management of NVQ animal care
o weak management of animal care unit duties.
Scope of provision
56. The college offers full-time and part-time courses from level 1 to level 3, providing good progression routes. There are first and national diplomas in horse care and in animal care and management. Part-time courses lead to NVQs at levels 1 and 2 in caring for animals and horse care, and at levels 2 and 3 in veterinary nursing. Some NVQ animal care students specialise in dog grooming. There are part-time courses leading to British Horse Society tests, but no short courses in animal care or classes in the evenings or at weekends. Some 77 students attend full-time courses in animal care and a further 23 from a college in Great Yarmouth spend one day a week at the college. There are 50 students enrolled on full-time horse care courses. There are 41 students enrolled on part-time courses, with 25 work-based learners in animal care, horse care and veterinary nursing.
Achievement and standards
57. Pass rates on horse care courses are consistently high and were 100% on both the first diploma in horse care in 2003 and on the national diploma in horse management for the last three years. Most equine students achieve additional vocational qualifications. Retention rates on horse care and on most animal care programmes are satisfactory. However, pass rates on animal care courses are poor. The first diploma pass rate was high in 2001, but has declined and both this and the national diploma pass rates were well below the national average in 2003. NVQ animal care pass rates in 2003 were poor. The standard of students' written work is satisfactory. Most students demonstrate confidence and a good level of practical skill. They work well individually and in groups. Students taking the national diploma in horse care gain good supervisory skills through the supervision of first- year students.
A sample of retention and pass rates in equine and animal care, 2001 to 2003
Qualification Level Completion year: 2001 2002 2003 NVQ animal care 1 No. of starts 13 9 6 % retention 69 67 67 % pass rate 78 83 0 First diploma in animal 2 No. of starts 26 30 26 care % retention 69 87 81 % pass rate 94 69 57 NVQ animal care 2 No. of starts 36 22 30 % retention 47 73 90 % pass rate 70 56 * First diploma horse 2 No. of starts 7 12 14 care % retention 86 83 86 % pass rate 100 90 100 National diploma in 3 No. of starts 43 42 41 animal management % retention 77 76 78 % pass rate 91 94 69 National diploma horse 3 No. of starts 6 7 16 management % retention 83 86 81 % pass rate 100 100 100
Source: ISR (2001, 2002), college (2003) * data unreliable
Quality of education and training
58. Most teaching is satisfactory or better. Staff are knowledgeable and enthusiastic about their subject. There is good science teaching in modern, well-equipped laboratories. In a lesson for second-year national diploma students, the teacher used a colourful CD-ROM projection effectively to illustrate the method for extracting DNA. However, there is insufficient checking that learning has taken place. Poor use is made of questioning to check progress. Individual needs are not always recognised or catered for in teaching sessions. Students work towards key skills, where applicable, producing work that is linked to animal care and equine studies. Poor use is made of available resources in some lessons and in animal care, there is insufficient enforcement of health and safety.
59. In horse care, theory and practice are integrated well. Students develop good riding skills. In a first diploma riding class where students were introduced to dressage tests, the tutor set clear tasks and effectively engaged all students, including those who were unable to ride due to injury. In this class, good questioning was used to check understanding. The students were able to complete their tasks effectively and were encouraged to assess their own performance. There is good use of external speakers and visits to stimulate interest. Yard duties and work experience are well organised and allow equine students to develop skills for employment. However, the management of animal care duties is poor. The duties are not recorded or assessed to ensure that all students gain sufficient experience and attendance is poor. Work-based learning placements are good.
60. Staff have appropriate qualifications and experience. Animal unit resources have been improved. There are good isolation facilities and a well-equipped dog-grooming room, and the unit contains appropriate numbers of animals for students' use. Practical facilities for students to learn kennel and cattery skills are limited. Some aspects of the external animal accommodation and the aquatics room are inadequate. There is a shortage of some veterinary nursing equipment and also of some text books in animal care and veterinary nursing. There is a small, well-maintained equine yard located in the adjacent Norfolk Showground. While stabling and riding facilities are good, the yard lacks a suitable practical demonstration area.
61. Appropriate assessment methods are used, including practical work, presentations, assignments and tests. Coursework is mostly well produced and appropriate to the level of the award. All full-time students undertake a planned programme of work experience, although insufficient assessment takes place in the work placements. Assessment of learners on work-based programmes is good. Teachers provide good guidance on portfolio building. In one NVQ animal care lesson, the teacher skilfully drew on her own and students' experiences to provide examples of where animals need to be restrained and to suggest ways of presenting this evidence in portfolios.
62. There is an adequate range of full-time courses, but insufficient opportunities to study part time. No short courses in animal care and no evening or weekend courses are offered. There is a good range of additional activities available in the college for full-time students. Progression to HE or employment is good. Images in the prospectus do not effectively promote participation by under- represented groups and do not accurately reflect the curriculum.
63. There is good personal and academic support for students. Group and individual tutorials are planned and provide structured individual support, and there are effective arrangements to help students who are behind with coursework. In addition, tutors provide much informal support. Students speak highly of the college, its facilities and staff, and they value the support and guidance received from tutors. Leadership and management
64. Curriculum and course management in horse care and for the national diploma in animal management are good. The management and quality assurance of NVQ animal care courses are weak, although remedial action is being taken. All staff are involved in self-assessment and the animal care and equine team meet regularly, but insufficient attention is given to some aspects of teaching and learning and to students' progress. Teaching does not actively promote diversity or make best use of opportunities to counter gender stereotypes.
Sport, leisure and public services
Overall provision in this area is good (grade 2)
Strengths
o high retention and pass rates on Advanced Vocational Certificate of Education (AVCE) leisure and recreation
o high standards of skills and knowledge demonstrated by students
o high pass rates in key skills
o very good practical teaching in sport and leisure
o very good specialist facilities supporting effective learning in sport and leisure
o highly effective employer links enhancing students' experiences.
Weaknesses
o poor pass rates on the first diploma in public services
o insufficient use of appropriate teaching and learning strategies in public services
o insufficient range of learning resources to support theory classes.
Scope of provision
65. The department of sport, public services and business is newly formed, following a restructure in March 2003. The department offers the Business and Technology Education Council (BTEC) first and national diplomas in public services. In 2003/04, the General National Vocational Qualification (GNVQ) intermediate in leisure and tourism and the AVCE in leisure and recreation have been replaced by the BTEC first and national diplomas in sport. The NVQ level 2 and level 3 in sport, recreation and leisure are offered as part of the modern apprenticeship framework. Most students in sports, leisure and public services, are aged 16 to 18 on full-time courses. An NVQ level 1 in sport is offered to pupils aged 14 to 16 from local schools. Short courses include the national pool lifeguard qualification, the basic expedition leader, the community sports leader and the Duke of Edinburgh award.
Achievement and standards
66. Retention rates are generally at, or above, national average. In 2002/03, the retention rate, at 88%, for the AVCE in leisure and recreation is significantly above the national average of 68%. However, the retention rate for the GNVQ intermediate in leisure and tourism has fallen from 100% in 2001/02 to the national average of 76% in 2002/03. Pass rates are typically good. The pass rate for the GNVQ intermediate in leisure and tourism improved from 60% in 2001/02 to 100% in 2002/03, against a national average of 77%. The AVCE in leisure and recreation pass rate of 86% in 2002/03 is 13% above the national average. However, the pass rate for the first diploma in public services is poor, at 67%, compared to the national average of 79%. In 2002/03, more than 86% of sports students achieved key skills qualifications.
67. The level of practical skills achieved by sports students is high. They perform with confidence and maturity and respond well to both tutor and peer feedback. Generally, the standard of students' written work is good. Most work is well presented and word processed using advanced IT skills. A detailed assignment on the principles of sports coaching was completed to a high standard, with effective evaluation by students and comprehensive feedback from the teacher. External verifiers in sport comment on the high level of independent research undertaken by students in producing their assignments.
A sample of retention and pass rates in sport, leisure and public services, 2001 to 2003
Qualification Level Completion year: 2001 2002 2003 GNVQ intermediate 2 No. of starts * 10 17 leisure and tourism % retention * 100 76 % pass rate * 60 100 First diploma in public 2 No. of starts 9 8 15 services % retention 89 63 80 % pass rate 88 100 67 Additional short 2 No. of starts * * 24 qualifications % retention * * 100 % pass rate * * 96 National diploma in 3 No. of starts * * 11 public services % retention * * 64 % pass rate * * 86 AVCE leisure and 3 No. of starts * * 16 recreation (double % retention * * 88 award) % pass rate * * 86
Source: ISR (2001 and 2002), college (2003) * course did not run
Quality of education and training
68. There is very good, enthusiastic practical teaching in sport and leisure. Consequently, students' practical skills are of a high standard. One very good lesson on football coaching involved an effective student-led analysis of a previous fixture in which the students spoke confidently about team tactics and responded well to challenges from their peers. In public services, there is insufficient use of appropriate teaching and learning strategies in some of the practical aspects of the course. Some units, for example physical development, are taught in a theory context, contrary to curriculum guidance from the awarding body. In a few classes, students spend too much time copying notes and quickly lose interest.
69. The teaching of key skills is highly effective and students respond well to this aspect of their studies. In one lesson, the students worked productively on integrated assignments at a variety of key skills levels. The work they produced demonstrated a high level of attainment and the effective use advanced IT skills on a variety of tasks which covered all three major key skills.
70. A number of teachers use ILT effectively in lessons, but its use across the department is insufficiently well developed. In one very good lesson, the students used an interactive information technology package on risk assessment to reinforce learning from an earlier lesson. Overall, there is insufficient access to, and use of, learning materials such as periodicals, texts and computer-based material in the learning resource centre.
71. Teaching staff are well qualified, with recent vocational experience, and some have first degrees in a relevant discipline. There are very good facilities in sport and leisure, which include well- maintained sports pitches, a gymnasium with up-to-date equipment and a multi-use sports hall. These facilities are accessible to other college students as part of their enrichment programme, and to the wider community. Students speak highly of the college campus, social facilities and the learning environment.
72. Assignments are rigorously marked and include comprehensive feedback from teachers to help students to improve their work. Assessment schedules allow students to plan their assignments effectively. Assessment procedures have recently been revised to address the issue of some late submission of work. Internal verification procedures are strong and include comprehensive feedback to assessors. A large proportion of students' assignments are second marked. Absence monitoring is thorough and has impacted positively on retention rate. Overall attendance at lessons during inspection was 88.5%, some 4% above the college average.
73. The provision caters primarily for full-time students aged 16 to 18. Currently, there are no full- time enrolments to level 1 provision in either sport or public services. The majority of students are involved in a range of enrichment activities. Many participate in well-organised team sports on a regular basis. In public services, good use is made of local facilities to enable students to experience assault-course challenges and riot control. One college student captained the England under-18 football side on a trip to the United States of America. Students on the public services courses have raised funds at the Norfolk Show to sponsor a police dog and an air ambulance. There is a good NVQ sports programme for pupils from local schools. School pupils wear Easton college polo shirts and feel valued as part of the college community.
74. Induction is effective. Ice-breaking activities and practical events are held which enable students to settle quickly into their courses and life at the college. Students' learning goals are clearly identified and progress is regularly monitored. A minority of students' individual learning plans are incomplete. Students are appreciative of the support they receive from tutors both in and out of lessons. Guest speakers from the uniformed and public services present useful careers advice.
Leadership and management
75. Leadership and management are good. There is good communications and staff are well supported. Good progress has been made with curriculum development in a short period of time. There are detailed minutes of meetings, with clear action points which are regularly monitored. In sport and leisure, mid-course reviews are effective and feed into the self-assessment report. However, in public services, no course reviews were undertaken in 2002/03 and, as a result, some areas for improvement have not been addressed. There are significant improvements in retention rates and attendance. Key issues, such as equal opportunities, are insufficiently emphasised in lessons.
Literacy and numeracy
Overall provision in this area is good (grade 2)
Strengths
o much good teaching
o good skills development and achievement
o good analysis of and provision for individual students' literacy and numeracy needs
o effective curriculum leadership and management.
Weaknesses
o learner mentors' insufficient training in specific learning difficulties and disabilities.
Scope of provision
76. The college helps students with literacy and numeracy through the certificate in skills for working life. Additional learning support is provided for 52 students in vocational areas and the underpinning knowledge element of key skills is offered at levels 1 and 2. There are links with Harford Manor special school and the college undertakes a small amount of adult literacy work with outside bodies. Discrete courses are offered, leading to the City and Guilds certificate in adult literacy and numeracy.
Achievement and standards
77. Pass rates in literacy and numeracy are very good, although numbers entered for qualifications are relatively small. In 2002/03, there was a 100% pass rate in both the City and Guilds certificate in adult literacy and certificate in adult numeracy. Students' attainment in lessons was satisfactory or better in all cases. Skills demonstrated are often above the expected standard in reading, comprehension, verbal reasoning, research methods and the use of computers. In a literacy lesson, students confidently demonstrated above-average listening and reading comprehension as they completed an exercise based on a recording and transcript of a story. There was insufficient data to publish a table for retention and pass rates for literacy and numeracy.
Quality of education and training
78. There is much good teaching and students learn effectively. Schemes of work are clear and detailed. Lessons are well planned and lesson plans take account of the preferred learning styles of individual students. Teachers are skilful in maintaining students' concentration and interest. For example, in a literacy lesson introducing the skills of speaking and listening, students first discussed the logical sequence of a series of photographs. They then confirmed their findings by visiting the actual locations where the photographs had been taken. Finally, they wrote about the process and what they saw.
79. Lessons are based on material and topics which are relevant to students' lives or their main course of study. In a numeracy lesson on simple fractions, students first used fraction tiles and cubes, then real money to apply what they had learned to financial transactions. Activities in a literacy lesson were based on a new road layout on the college site. Teachers effectively use questions to check and reinforce learning. For example, in a literacy lesson requiring listening and reading comprehension skills, the teacher was careful to involve all students through good use of questions. Students were then asked to evaluate the progress they had made and the skills they had acquired. There are good relationships between teachers and students and most lessons had a purposeful, ordered atmosphere. In isolated cases where challenging behaviour occurred, teachers acted effectively to minimise disruption of other students.
80. Staffing resources are good. Teaching staff are suitably qualified and have a good knowledge of the core curriculum in literacy and numeracy. There are 18 learner mentors, each of whom takes responsibility for the support of a number of students. Learner mentors, several of whom have recently been appointed, have had insufficient training in the identification of specific learning difficulties and disabilities or in strategies which can be used to minimise their negative effects on students' work.
81. Three learner mentors are currently studying for a teaching qualification and all learner mentors are working towards an NVQ qualification in learner support. Learning resources are satisfactory. Accommodation in the skills centre is good and there are attractive displays of students' work. There is good access to computers. Equipment for teaching numeracy is adequate, but there is a limited quantity of suitable reading material for students with below-average reading ages both in the skills centre and the learning resource centre.
82. Students' work is marked and returned quickly, generally with helpful comments, although a few errors remain uncorrected. In individual support sessions, work is assessed at regular intervals and the results are used to agree an action plan with targets for improvement. Students are encouraged to progress through entry level to NVQ level 1.
83. There is good analysis of, and provision for, most students' individual learning needs. Students requiring additional support are identified early and a detailed learning plan is agreed. This is used to set medium-term and long-term targets and to determine the content of support sessions. Students value and speak highly of the support provided by learner mentors, although young people with very specific learning difficulties and disabilities are disadvantaged by their lack of specialist skills.
Leadership and management
84. Leadership and management are good. Lines and areas of responsibility are clearly defined and well understood. The learner support co-ordinator has devised an online system which keeps a comprehensive and accurate check on the activities of the learner mentors. There are regular team meetings, with action points noted and monitored. Staff development needs are identified and most are met. The efficient and enthusiastic leadership of the learner support co-ordinator has effectively contributed to the development of a committed and well-motivated team. Lesson observation for learning support sessions is not sufficiently well developed.
Part D: College data
Table 1: Enrolments by level of study and age
Level 16-18 % 19+ % 1 31 54 2 45 14 3 20 10 4/5 0 1 Other 4 21 Total 100 100
Source: provided by the college in 2003
Table 2: Enrolments by curriculum area and age
Curriculum area 16-18 19+ Total
No. No. Enrolments (%) Science and mathematics 165 257 8 Land-based provision 223 751 18 Construction 2 17 0 Engineering, technology and 7 63 1 manufacture Business administration, 5 236 4 management and professional Information and communication 199 255 8 technology Retailing, customer service and 76 53 2 transportation Hospitality, sports, leisure and travel 71 62 2 Hairdressing and beauty therapy 1 9 0 Health, social care and public 105 684 14 services Visual and performing arts and 0 0 0 media Humanities 0 0 0 English, languages and 183 16 4 communication Foundation programmes 279 60 6 Unknown AOL 308 1,438 33 Total 1,624 3,901 100
Source: provided by the college in 2003
Table 3: Retention and achievement
Level (Long Retention and Completion year Courses) pass rate 16-18 19+ 2000 2001 2002 2000 2001 2002 1 Starters excluding 82 26 41 86 * 158 transfers Retention rate 85 69 90 48 * 80 National average 83 84 81 74 80 70 Pass rate 70 61 27 85 * 14 National average 65 69 76 65 66 77 2 Starters excluding 106 158 158 259 197 141 transfers Retention rate 91 77 65 64 65 72 National average 77 77 77 69 71 71 Pass rate 88 89 70 70 83 62 National average 74 73 76 69 69 74 3 Starters excluding 91 152 106 137 304 137 transfers Retention rate 79 80 84 77 64 80 National average 71 71 75 62 69 64 Pass rate 88 95 90 66 77 59 National average 79 80 82 63 67 68 4 Starters excluding * * * 23 19 * transfers Retention rate * * * 35 79 100 National average ** ** ** ** ** ** Pass rate * * * 50 67 67 National average ** ** ** 76 ** **
Note: summary of retention and achievement for the last three years by age and level of course, compared against national averages for colleges of the same type (that is general FE/tertiary colleges or sixth form colleges).
Sources of information:
1. National averages: Benchmarking Data 1999 to 2001: Retention and Achievement Rates in Further Education Colleges in England, Learning and Skills Council, September 2002.
2. College rates for 2000 to 2002: College ISR.
* numbers too low to provide a valid calculation
** data not available
Table 4: Quality of teaching observed during the inspection by level
Courses Teaching judged to be: No of sessions Good Satisfactory Less than observed or better % satisfactory % % Level 3 (advanced) 51 37 12 43 Level 2 (intermediate) 50 43 7 30 Level 1 (foundation) 82 18 0 11 Other sessions 91 9 0 11 Totals 59 34 7 95
© CROWN COPYRIGHT 2004. This report may be reproduced in whole or in part for non- commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Inspection reports are available on the Ofsted web site (www.ofsted.gov.uk).