Lewisham College

REPORT FROM THE INSPECTORATE 1998-99

THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL

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

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

Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100 Website http://www.fefc.ac.uk

Paragraph

Summary

Context

The college and its mission 1

The inspection 6

Curriculum areas

Computing 9

Construction 14

Engineering 21

Hospitality and catering and leisure and tourism 27

Art and design and performing arts 34

English/other humanities 39

Cross-college provision

Support for students 46

General resources 53

Quality assurance 60

Governance 66

Management 73

Conclusions 82

College statistics

Lewisham College Grade Descriptors Student Achievements Inspectors assess the strengths and weaknesses Where data on student achievements appear in of each aspect of provision they inspect. Their tables, levels of achievement are shown in three assessments are set out in the report. They use ways: a five-point scale to summarise the balance • as expected completions, which is the between strengths and weaknesses. number of initial enrolments on The descriptors for the grades are: qualifications where the student expected to complete the qualification in a given • grade 1 – outstanding provision which has year. For example, a student on a many strengths and few weaknesses two-year programme who began their • grade 2 – good provision in which the programme in October 1995, would appear strengths clearly outweigh the weaknesses in the results for 1996-97 because this is • grade 3 – satisfactory provision with the year in which they expected to strengths but also some weaknesses complete their qualification • grade 4 – less than satisfactory provision • as a retention rate, which is the in which the weaknesses clearly outweigh percentage of qualifications which the the strengths students have completed as expected (or are continuing with the prospect of late • grade 5 – poor provision which has few completion). For programmes of study of strengths and many weaknesses. two years or more, retention is calculated Audit conclusions are expressed as good, across the whole programme, that is, from adequate or weak. the start to the end of the qualification Aggregated grades for aspects of cross-college • as an achievement rate, which is the provision and curriculum areas, for colleges number of qualifications students have inspected during 1997-98, are shown in the fully achieved as a percentage of following table. completed qualifications with a known outcome. Partial achievements are not Grade shown. 12345 %%%%%

Curriculum areas 9 60 29 2 –

Cross-college provision 18 54 24 4 –

Source: Quality and Standards in Further Education in England 1997-98: Chief inspector’s annual report Sample size: 108 college inspections Summary

Lewisham College together and are all appropriately involved in planning the development of the college. Greater London Region Strategic objectives are set within the context of the college’s values. Senior management Inspected December 1998 provides strong, confident leadership and has established a self-critical environment within Lewisham College is a successful general further which everyone values and evaluates their education college which provides a wide range performance openly and honestly. Inspectors of educational opportunities for the community. found no significant weaknesses in governance In preparation for inspection the college and management. The quality of the computing produced a detailed, clear self-assessment provision is outstanding. Inspectors saw report. The judgements in the report are outstanding teaching in most subjects and little supported by comprehensive evidence. Staff, teaching was less than satisfactory. The college corporation members and representatives of has forged strong links with public and private external organisations were involved in the employers and all programme areas have self-assessment process. Inspectors agreed with established links with European organisations. most of the judgements made by the college A notable strength of the college is the support it about the strengths and weaknesses of its provides for students. Its approach to the many programme areas. Since the last inspection, difficult problems faced by students is often there have been many measurable innovative. The college is successful in improvements in the quality of the college’s encouraging students to undertake creative provision. projects which benefit the local community. The college has a strong commitment to the In keeping with the college’s ethos particular economic regeneration of the area in which it attention is paid to the quality of is situated. It is doing its utmost to widen the accommodation. Quality assurance systems participation in education of people in have led to many improvements in the college’s Lewisham and to enable all its students to work. The college should address: inadequate progress to employment or to further or higher planning of some lessons, some less-effective education. The college promotes inclusive tutorials, low pass and retention rates on some learning in all areas of its provision. The courses, and the poor attendance of some principal takes responsibility for equal students. opportunities. Students are treated with respect The grades awarded as a result of the inspection and feel valued as individuals. Governors, are given below. managers and staff work exceptionally well

Curriculum area Grade Cross-college provision Grade Computing 1 Support for students 1 Construction 2 General resources 1 Engineering 3 Quality assurance 1 Hospitality and catering and leisure Governance 1 and tourism 2 Management 1 Art and design and performing arts 2 English/other humanities 3

Lewisham College 1 Context

The College and Its Mission average age of students was 29 and 49% of students were from minority ethnic groups. 1 Lewisham College is a large general further About 50% of students claim benefits. The education college. It is based on two sites, one, college employs 626 full-time equivalent the long-established campus on Lewisham Way, members of staff, 380 of whom have direct close to the centre of Lewisham, the other, a learning contact with students and 75 of whom new campus in Deptford, opened in 1996, support direct learning. This makes the college following an £11 million capital programme. one of the largest employers in Lewisham. The current student population is drawn 4 The college’s mission is to be a force for primarily from north Lewisham and the London change. Its strategy is to develop a provision boroughs of Southwark and Greenwich. This which fully meets the needs of individual catchment area is one of high economic students in all subject areas. This concept of deprivation. Lewisham is ranked eleventh on inclusive learning lies at the heart of all of the the local authority indices of deprivation and college’s activities. The college, therefore, Southwark is ranked second. Of the college’s attempts to move beyond traditional concepts students, 79% live in wards designated by the of the nature of a further education college by Further Education Funding Council (FEFC) as exploring new ways of enabling learning to take deprived. place. It also recognises that education has to 2 The educational achievements of school- extend beyond the delivery of qualifications to leavers in Lewisham are significantly below address those issues which impact on students achievements nationally. In 1997, only 29.7% of and their learning. As a result the college’s key year 11 students from Lewisham schools gained strategic goals include: five or more GCSEs at grades C or above, • delivering innovation in education and compared with 45% nationally. The three local training schools which have formed a consortium with • collaborating with others on innovative the college had rates ranging from 7% to 27%. approaches to learning Figures from the local training and enterprise • attracting stronger participation from council (TEC) indicate that only 33% of priority groups Lewisham residents hold level 3 qualifications and only 11% have degrees. According to a • developing programmes which offer Basic Skills Agency (BSA) survey carried out in tangible achievement to more learners 1998, 31% of people aged 16 to 60 in Lewisham • fostering a learning environment which have very low or low numeracy skills while 16% inspires learners to achieve beyond their have low or very low literacy levels. initial expectations • creating skills development opportunities to 3 The FEFC has identified the college as one bridge the gap between qualifications and of a group which typically recruits a high the labour market. percentage of students from disadvantaged areas. In 1997-98, the college enrolled a total The college has made substantial progress in of 12,709 students. Of these, 3,951 were on areas such as curriculum design and delivery, full-time courses. There were 1,815 students support for students and partnerships with on courses leading to national vocational outside bodies. As a result of its success it is qualifications (NVQs), 469 on general national involved in a range of regional and national vocational qualifications (GNVQs), and 964 on initiatives. general certificate of secondary education 5 The college offers courses in all of the (GCSE) and general certificate of education FEFC programme areas and has developed a advanced level (GCE A level) courses. The

Lewisham College 2 Context

wide variety of ways of supporting and examining bodies. Data for 1996 and 1997 motivating students, and promoting higher rates were taken from the FEFC’s individualised of achievement. The college has also developed student record (ISR). The college was notified a broad range of partnerships which have led to of aspects of provision to be inspected innovative approaches to the provision of approximately two months before the education and for the support of lifetime inspection. The inspection was carried out by learning. Examples include the development 14 inspectors and an auditor working in the of local community businesses and the college for a total of 64 days. They observed establishment of a Trades Union Congress 96 lessons and examined students’ work and education centre. The college is an associate documentation relating to the college and its college of the University of Greenwich. courses. Meetings were held with governors, managers, teachers, students, support staff and The Inspection employers. 7 The following table shows the grades given 6 The college was inspected in December to the lessons inspected and the national profile 1998. Before the inspection, inspectors for all colleges inspected in 1997-98. Of the reviewed the college’s self-assessment report lessons inspected, 66% were rated good or and information about the college held by other outstanding and about 3% were less than divisions of the FEFC. The college submitted satisfactory. These figures are slightly better data on students’ achievements for 1998. These than the average figures for colleges in the data were validated against primary sources, sector inspected during 1997-98. such as class registers and pass lists issued by

Lessons: inspection grades by programme of study

Programme Grade Totals 12345

GCE A/AS level 1 6 8 1 0 16

GCSE 0 2 3 0 0 5

GNVQ 1 5 2 0 0 8

NVQ 3 11 5 1 0 20

Other vocational 10 15 12 0 0 37

Other 5 4 0 1 0 10

Total (No.) 20 43 30 3 0 96

Total (%) 21 45 31 3 0 100

National average, all inspected colleges 1997-98 (%) 19 46 29 6 0 100

Source for national average: Quality and Standards in Further Education in England 1997-98: Chief inspector’s annual report

Lewisham College 3 Context

8 The following table shows the attendance rates in the lessons observed and the national average for all colleges inspected in 1997-98. Attendance varied across the areas inspected. For example in computing and performing arts it was at the national average of 77% but in English and humanities it was well below, at only 53%.

Attendance rates in lessons observed

Average number Average attendance of students (%)

Lewisham College 12.2 69

National average, all inspected colleges 1997-98 10.4 77

Source for national average: Quality and Standards in Further Education in England 1997-98: Chief inspector’s annual report

Lewisham College 4 Curriculum Areas

Computing approach reflects the college’s commitment to widen participation and facilitate progression.

Grade 1 11 Staff are well qualified and work effectively 9 Inspectors observed 12 lessons. The together. Lessons are well planned and college’s self-assessment report was clearly assignment schedules adhered to closely. The written and comprehensive. Inspectors quality of teaching is outstanding. Teachers agreed with its identification of the key use a range of methods including lectures, strengths and weaknesses of the computing workshops, and support sessions for individual provision. students. The internal verification system works well. Staff are highly committed to supporting Key strengths students. Many excellent examples of teaching addressing the different needs of students were • excellent course management observed. Students are encouraged to work at • range of modularised qualifications their own pace in a non-competitive and providing good progression pathways supportive environment. In a few lessons • appropriate range of learning activities observed, the work was pitched at the level of for students of different abilities the most able students and a few students • highly effective work experience struggled to complete it. The college identified opportunities this weakness in its self-assessment report. • good retention and achievement on Staff provide good informal tutorials. All most courses students receive a well-designed course • well-qualified and experienced teachers handbook at the start of their course. • constant review and updating of courses 12 Teachers meet regularly to review students’ • good specialist computing facilities and progress and course developments. The accommodation minutes of meetings clearly record actions to be taken. Validated teaching materials are held in Weaknesses a central resource centre. These high-quality • low attendance on a few courses materials are widely used by staff and constantly updated. Due to the pace of change • limited opportunities for the in IT, some staff are finding it difficult to keep professional updating of teachers up to date in the subject. The college is • some constraints on students’ access to addressing this issue. Courses are well computing resources managed and the specialist accommodation and resources are of a high standard. Demanding 10 Inspectors agreed that the college provides targets are set for all courses and appropriate a comprehensive range of computing and action taken if targets are not met. All information technology (IT) courses, including computers are being systematically upgraded. London Open College Network introduction to Students have good access to the internet and to computing modules, BTEC first and national electronic mail facilities. The range of software computing, GCE A level courses and higher is excellent but not all packages are available to national courses in computing. Most courses students when they move between centres. are modular in design, enabling students to be The self-assessment report recognised this and accredited at each stage of the course. Flexible an action plan is in place to address this. modes of study are available to both full-time 13 Retention and achievement rates are and part-time students. This innovative mostly good, particularly at foundation and

Lewisham College 5 Curriculum Areas

higher education level. The college’s self- study. Students spoke highly of the work assessment report recognised that GCE A level placement process, the support received from computing results are poor, although only a college staff and the amount they learned. small number of students take the courses. Progression possibilities are well established. On some courses there is low attendance. The The majority of students on the national standard of students’ practical and written work certificate course designed for women were is high. Assignments and coursework are offered jobs as a result of their work experience appropriately marked and the majority of placements and all BTEC national final-year students are achieving at the required level. students were offered university places. Most students clearly enjoy studying and in all Destination data are collected at team level but observed lessons there was a clear sense of systematic monitoring of students’ progress has purpose and industry. Work experience yet to be devised. The college is addressing this. placements complement the students’ academic

A summary of achievement and retention rates in computing, 1996 to 1998

Type of qualification Level Numbers and Completion year outcome 1996 1997 1998

Introduction to IT 1 Expected completions 73 90 105 Retention (%) 79 69 81 Achievement (%) 96 92 92

BTEC first diploma IT 2 Expected completions 74 69 69 applications Retention (%) 72 73 68 Achievement (%) 32 74 74

Access to computing 3 Expected completions 14 13 18 Retention (%) 64 46 75 Achievement (%) 50 62 86

BTEC national computing 3 Expected completions 291 108 82 Retention (%) 87 59 70 Achievement (%) 26 76 91

BTEC higher national 4 Expected completions 74 90 40 certificate in computing Retention (%) 80 60 82 Achievement (%) 28 70 88

Source: ISR (1996 and 1997), college (1998)

Lewisham College 6 Curriculum Areas

Construction the use of IT. The school of construction has been successful in developing extensive links Grade 2 with the local community, with schools and employers locally and with a college in Berlin. 14 Inspectors observed 12 lessons covering Some of these links have led to college students NVQs at levels 1, 2 and 3, the course for and staff being involved in refurbishment work, technicians and some provision in the garden design, and the construction of outdoor community. Inspectors agreed with most of play and sports facilities. The schemes are the strengths and weaknesses included in the imaginative and include designs for people with college’s self-assessment report, and the learning difficulties and/or disabilities. progress already made in overcoming weaknesses. 17 Most teaching and the promotion of learning is effective. The self-assessment report drew attention to the variety of teaching Key strengths methods used and to the use of computer-aided • wide range of courses learning material as strengths and inspectors • continuous improvement in retention agreed. High-quality visual teaching aids are rates used. Students are encouraged to relate their • good specialist accommodation work placement experience to topics covered in • effective links with the local community their course. Inspectors observed a high work • support and guidance given to students rate in most of the practical lessons with students demonstrating good skills in planning Weaknesses their work, selecting the appropriate tools to carry it out and working on their own. A • lack of planning in a few lessons feature of all practical work is the way that • the need for teachers to update their students learn from each other. They discuss industrial experience how to carry out their tasks and often resolve • poor attendance by some students problems without their teachers’ help. In a few lessons observed, teachers had not planned the work adequately and failed to engage the 15 Inspectors agreed with the college’s attention of all of the students. judgement that the construction provision provides a wide range of full-time and part-time 18 The quality of practical work in craft technician and craft courses. Students are well subjects is good and generally reflects industrial informed about the career pathways available in standards. The students’ work on technician construction. A large proportion of craft and courses is also good. Over the last three years, technician students use their qualifications to retention rates on most courses have improved. obtain work or continue with their studies. Pass rates on courses leading to NVQ levels 1 Most programmes are modularised allowing and 3 are higher than the national average. students to accumulate credits towards whole However, NVQ level 2 and technician level 3 qualifications. pass rates are lower. The college’s self- assessment report identified these strengths 16 Courses are effectively managed. As the and weaknesses. self-assessment report indicated, schemes of work are clear, lessons are planned effectively 19 Teachers are appropriately qualified and and teachers regularly monitor the extent to experienced for the courses on offer. Several which students are developing key skills in have broadened their range of skills to facilitate communication, the application of number, and the development of multi-craft work. There is a

Lewisham College 7 Curriculum Areas

need for some teachers to update their machinery are new and also compare knowledge of current industrial practices. favourably with those used in industry. The The school’s staff development plan recognises good-quality training facilities and equipment industrial updating for teachers as a major are valued by students and are identified as a priority. strength in the self-assessment report. Library and learning resources are good and provide a 20 Workshops provide a good training comfortable study environment. Students have environment, simulating various aspects of site good access to modern computing facilities and working. Equipment and handtools are similar an appropriate range of software. to those used in industry and are adequately maintained. Larger items of equipment and

A summary of achievement and retention rates in construction, 1996 to 1998

Type of qualification Level Numbers and Completion year outcome 1996 1997 1998

NVQ construction crafts 1 Expected completions 168 235 148 Retention (%) 65 75 90 Achievement (%) * 28 58

NVQ construction crafts 2 Expected completions * 447 396 Retention (%) * 74 76 Achievement (%) 57 41 48

NVQ construction crafts 3 Expected completions 77 78 67 Retention (%) 70 78 87 Achievement (%) 80 44 81

Higher national certificate 4 Expected completions 118 49 9 building Retention (%) 89 57 100 Achievement (%) * 11 89

Source: ISR (1996 and 1997), college (1998) *data not available

Lewisham College 8 Curriculum Areas

Engineering planned to meet the needs of students and employers, enabling students to progress from Grade 3 foundation to advanced levels. The school has strong links with employers who participate at 21 Inspectors observed 12 lessons covering termly Employers’ Forum meetings which are courses in motor vehicle engineering, attended also by a governor of the college. A electronics, mechanical engineering, number of specialised short courses are also refrigeration and air conditioning, and provided for employees of local companies. computer-aided drafting. Inspectors agreed Many engineering students benefit from with most of the judgements in the college’s equipment and materials donated by self-assessment report, but considered that manufacturers. The school has recently the college had overestimated the quality of received approval to offer a European modern teaching. apprenticeship programme in office equipment maintenance and repair in collaboration with Key strengths employers in Germany and Holland. There are • effective links with employers and effective links with local schools, enabling school schools pupils to attend short, introductory engineering • a range of courses which provide courses. progression opportunities from 23 Most teaching is satisfactory or better. foundation to advanced level Some theory lessons are effective and well • effective teaching of engineering theory planned. In the better lessons, teachers use • effective teaching of students with a variety of appropriate methods to assist different abilities students’ learning. In some lessons, teachers • good specialist accommodation and catered particularly effectively for the different equipment abilities of students by setting a range of • improved pass rates on some courses appropriate tasks. Students respond well and are enthusiastic about their work. A few Weaknesses lessons observed were inadequately planned. Consequently, many students were unclear • inadequate planning of some lessons about the purpose of the lesson. The attendance • lack of tutorial provision for part-time of students at many lessons is low. Inspectors students found the self-assessment report overestimated • declining retention rates on several the quality of teaching. courses 24 Students are provided with course • poor pass rates on some foundation and handbooks which explain the content and level 2 courses assessment procedures of the course for which • some low student attendance they are studying. Generally, workshop safety procedures are observed. Full-time students 22 The school of engineering is effectively benefit from a weekly tutorial which enables managed. Following a rigorous review and them to review their progress with the tutor. evaluation of the provision, a number of Formal review opportunities are not available to underperforming courses have been withdrawn part-time students. Students’ work is marked and some new programmes have been appropriately, although the written feedback introduced. As acknowledged in the self- provided by teachers is often insufficient and assessment report, the provision has been well spelling mistakes are rarely corrected.

Lewisham College 9 Curriculum Areas

25 The achievement rates on many courses 26 The college recognises that its engineering have improved and in some cases are now accommodation is good. There is a range of satisfactory or better. Achievements on the modern, specialist equipment and computer access to higher education and BTEC national systems. Library staff work closely with diploma courses are now good. However, the engineering teachers and there is a good stock pass rate for the GNVQ intermediate course of engineering books in the library. Teachers remains below the national average. The self- are appropriately qualified and many hold assessment report recognised weaknesses in assessor and verifier qualifications. A few some retention rates and pass rates. Retention teachers lack recent industrial experience. rates on some courses have declined over recent years.

A summary of achievement and retention rates in engineering, 1996 to 1998

Type of qualification Level Numbers and Completion year outcome 1996 1997 1998

C&G 2240 part 1 electronic 1 Expected completions 61 72 55 servicing Retention (%) 72 71 89 Achievement (%) 63 53 60

NVQ motor vehicle 1 Expected completions ** * 94 maintenance and service Retention (%) ** * 49 replacement Achievement (%) ** * 78

C&G 2240 part 2 electronic 2 Expected completions 125 59 41 servicing Retention (%) 77 73 68 Achievement (%) 51 39 50

GNVQ engineering and 2 Expected completions 27 17 21 precursor (first diploma) Retention (%) 67 76 67 Achievement (%) * 46 50

BTEC national diploma 3 Expected completions 73 37 18 engineering Retention (%) 88 70 56 Achievement (%) * 57 90

Access to higher education 3 Expected completions ** 35 14 engineering product design Retention (%) ** 74 71 Achievement (%) ** 38 80

Source: ISR (1996 and 1997), college (1998) *data not available **course not running

Lewisham College 10 Curriculum Areas

Hospitality and Catering and responsibilities. At the commencement of a busy restaurant lunch session, two students Leisure and Tourism were particularly impressive in laying out the Grade 2 bar counter with a range of equipment and sample drinks of the day. Students develop good 27 Inspectors observed 11 lessons covering skills within a high-quality, well-designed hospitality and catering, and leisure and working environment. At the time of the tourism. Inspectors agreed with many of the inspection the school managed a large strengths and weaknesses identified in the conference and lunch which His Royal Highness college’s self-assessment report. the Prince of Wales attended. The college regularly provides similarly high-profile Key strengths functions from which students gain valuable experience. Levels of attendance and retention • good course management and course amongst students are low on some courses. The teamworking college acknowledges this and is taking steps to • well-planned teaching address it. • effective assessment procedures 30 The school recently won the Beacon Award • good standard of practical work for the excellence of its learning materials and • large numbers of students progressing for widening participation on the NVQ level 1 to related employment counter service course. The college has been • high-quality specialist resources successful in obtaining European social funding for its leisure and tourism courses, which has Weaknesses been used to support students on study visits • low attendance in a few classes and exchanges. Students are given • failure by some students to achieve a comprehensive additional learning support by full qualification well-qualified specialists in curriculum areas. • little use of IT within the curriculum 31 Inspectors agreed that the college is area successful in working with local employers and the local community. With a grant of £200,000 received from the single regeneration budget the 28 The college offers a wide range of courses college has started a project in Deptford to leading to NVQ levels 1 and 2 in catering. provide work opportunities for people within the Students are able to obtain a range of additional 16 to 29 age range. Two railway arches have qualifications including basic food hygiene and been converted into a modern catering business, aspects of wines and spirits. GNVQ a retail shop and a modern style cafe. These intermediate and advanced courses in leisure provide a fast developing business and are being and tourism are also available. used by students to improve their skills in 29 Inspectors agreed with the college’s preparing and serving food. Eventually they will assessment that the standard of teaching is become self-financing. Business targets have good. Lessons are well planned and involve been set with this in mind. students in a broad range of learning activities. 32 On some courses, retention rates have Assignment briefs are clearly written. Students declined and some students do not achieve a full receive detailed feedback on their assignments qualification. However, this does not give the from teachers. Tutorial support is effective. full picture of students’ achievements. Many During practical catering sessions, students students commence their courses with low skill were attentive to their professional roles and

Lewisham College 11 Curriculum Areas

levels and low personal esteem. The college has 33 Catering work areas are of a high quality. been particularly successful in helping students The restaurants are well designed and well to develop specialist practical skills, improve equipped. The college’s Phoenix Restaurant is a social skills and build confidence in working popular venue for the business breakfast club, with people. Many students take up conferences and business lunches. Extensive employment before the completion of their kitchens and support areas, including a course of study. For example, of the 22 students community-based catering project, provide who started the NVQ level 1 course, five students with realistic working environments. obtained related employment before obtaining A coffee bar is run by students with learning the full award. The standard of practical difficulties and/or disabilities. Dedicated catering is good. Work carried out by students learning resources in leisure and tourism have displays well-developed technical skills. been provided which include computers and Students worked hygienically and safely. specialist software packages. Well-qualified teachers are assisted by a high number of qualified, experienced support staff.

A summary of achievement and retention rates in hospitality and catering and leisure and tourism, 1996 to 1998

Type of qualification Level Numbers and Completion year outcome 1996 1997 1998

NVQ chef’s diploma food 1 Expected completions 30 39 22 preparation Retention (%) 83 77 66 Achievement (%) 84 83 32

NVQ chef’s diploma food 2 Expected completions 60 49 48 preparation Retention (%) 75 80 79 Achievement (%) 33 79 62

Hotel and Catering 3 Expected completions 21 11 20 International Management Retention (%) 90 91 65 Association certificate Achievement (%) 42 100 69

GNVQ advanced leisure 3 Expected completions 16 17 18 and tourism Retention (%) 63 59 72 Achievement (%) 80 60 69

Source: ISR (1996 and 1997), college (1998)

Lewisham College 12 Curriculum Areas

Art and Design and The work of all students is enhanced by visits to cultural events. Performing Arts 36 Courses are well managed. Staff work Grade 2 together closely and much of the teaching is good. Schemes of work are clear and most 34 The inspection covered courses in art lessons are well prepared and interest the and design, fashion, drama, music, dance and students. Teachers use effectively a variety of technical theatre arts. Inspectors observed appropriate teaching and learning methods. 29 lessons. The inspection identified many of They brief students carefully and use their the strengths and weaknesses noted in the subject expertise to good effect. Practical work self-assessment report but the significance of is well integrated with relevant theory. In the some weaknesses in the report was performing arts, there is much outstanding underestimated. teaching. Teachers make good use of the multi- disciplinary opportunities provided by play Key strengths productions and most design students undertake • well-planned courses and lessons a work placement. Visiting professional dancers catering for a diverse range of students present the students with exciting and creative • good management and teamwork challenges. Links with professional performers, • much good teaching artists and designers enhance the students’ learning. Students’ work is carefully assessed • the impact of visiting professionals on and teachers’ comments are constructive and students’ work supportive. In art and design, drawing is taught • some outstanding performance work in a lively, interesting manner. Fashion teachers • high levels of achievement on drama give students a good grounding in garment courses production skills. However, the self-assessment • good specialist accommodation and report underestimated some weaknesses in the resources quality of teaching and learning in art and design. In fashion, students’ design, drawing Weaknesses and presentation skills are not as well developed • pass rates on some art and design as other aspects of their work. courses below the national average 37 Students undertake real commissioned • some poor retention rates work and projects for external organisations. • some poor levels of attendance GNVQ intermediate art and design students are creating a mosaic mural for a local primary school. Performance students have presented 35 Provision in performing arts is large and their work at many community and professional distinctive, and has grown rapidly in art and venues. Some outstanding results have been design. There are courses from foundation to achieved. All drama students who completed advanced level for students of all ages and their courses achieved a pass in 1998. City and aspirations, including adults who have not Guilds of London Institute (C&G) part 1 creative participated in education for many years. Skilful fashion pass rates have been well above the curriculum design and appropriate accreditation national average for the last three years. All but have enabled the college to adapt its provision a few intermediate level dance students who to suit the needs of students. Adult students completed their studies have achieved the with learning difficulties and/or disabilities have qualification in the last three years. However, been successfully integrated with many courses.

Lewisham College 13 Curriculum Areas

on some courses there have been instances of 38 Many teachers are practising professionals. low achievement and retention rates which were Performance studies are underpinned by the not identified in the self-assessment report. For teachers’ level of professional expertise. The example, pass rates for the GNVQ intermediate purpose-built art and design accommodation is in art and design and the national diploma in of a high standard and encourages learning. foundation studies in art and design have been An appropriate range of specialist equipment is below the national average for the past few available to students. Graphic design students years. Retention rates for BTEC first and have good access to computers. Studios have national diplomas in music and performing interesting displays of work by students. The arts have slipped below the national average. Tresillian Theatre is equipped to a professional Inspectors agreed with the college that poor standard. There are three high-quality dance punctuality and attendance affects some courses. studios. Music is less well accommodated, an Many students progress to higher education or issue the college plans to address. Inspectors employment in arts-related areas. Some dance agreed with the college’s judgement that art and students have secured places on prestigious design and performing arts were generally well higher education and vocational training accommodated and resourced. courses.

A summary of achievement and retention rates in art and design and performing arts, 1996 to 1998

Type of qualification Level Numbers and Completion year outcome 1996 1997 1998

C&G 7900 creative studies: 1 Expected completions 39 45 79 part 1 fashion Retention (%) 77 72 76 (one year and two year) Achievement (%) 76 71 76

GNVQ intermediate art 2 Expected completions 38 43 24 and design (one year) Retention (%) 90 77 67 Achievement (%) 65 41 44

Dance vocational full-time 2 and Expected completions * * 66 courses 3 Retention (%) * * 82 Achievement (%) * * 78

Drama vocational full-time 2 and Expected completions * * 59 courses 3 Retention (%) * * 73 Achievement (%) * * 100

Music vocational full-time 2 and Expected completions * * 78 courses 3 Retention (%) * * 67 Achievement (%) * * 87

National diploma in 3 Expected completions 30 40 21 foundation studies in art Retention (%) 83 92 77 and design (one year) Achievement (%) 63 63 85

Source: ISR (1996 and 1997), college (1998) *data incomplete because course profile has changed

Lewisham College 14 Curriculum Areas

English/Other Humanities 41 Teaching is satisfactory overall. The best teaching is demanding, lively, and well planned. Grade 3 For example, in a law lesson, students listened attentively to a clear exposition by the teacher of 39 The inspection of humanities covered a complex and contentious debate on law and GCSE and GCE A level courses in English, morality which had contemporary implications. French, law, politics, psychology and sociology Students were encouraged to adopt a critical and access to higher education courses in approach to the law, to consider its context, and social science and humanities. Twenty to understand the evidence for and against the lessons were observed. Inspectors agreed contestants in the debate. They responded by with many of the strengths and weaknesses asking probing questions which showed that identified in the self-assessment report. Some they were developing a good level of knowledge additional weaknesses were highlighted by and understanding. Teachers checked regularly inspectors. how much students had understood, and helped them to improve their understanding where Key strengths necessary. However, in a few lessons teachers • thorough course documentation had low expectations of students and the • some high-quality teaching teaching was insufficiently challenging and • effective tutorial support for students stimulating. The aims and objectives of lessons were not always made clear and teachers • good pass rates on GCE A level English sometimes failed to check that the students were courses learning. In group discussion work teachers • good progression to higher education were observed accepting inadequate answers from access courses and failing to take the opportunity to extend students’ language skills. Attendance varied Weaknesses across lessons observed but was poor overall • failure of some teachers to set at 53%. Teaching was frequently disrupted by sufficiently demanding work students arriving late for lessons. The self- • some poor punctuality and attendance assessment report identified some strengths in • poor retention teaching and learning but failed to recognise the • some low pass rates weaknesses. 42 Inspectors agreed with the judgements in the self-assessment report on assessment and 40 The college offers a range of part-time and tutorials. Assessment procedures are well full-time humanities courses. Since the previous managed and fair, and grades are monitored. inspection, the curriculum offer has been Most of the comments written by teachers on changed through the modularisation of the GCE students’ work give clear evaluations of its A level courses and through the introduction of quality, and useful guidance on how they might access courses, and by reducing the number of improve their work. Students regularly review subjects available at GCSE and GCE A level. their work with teachers and, where necessary, Courses are effectively organised and course make plans to improve their performance. documentation is thorough. Course teams meet regularly, and attendance at meetings is good. 43 Pass rates in most subjects are above the Minutes are kept and action to be taken is published benchmarks for colleges in deprived monitored carefully. Targets are set and areas. The GCE A level English language pass monitored for students’ attendance, retention rate in 1998 was good. Retention rates are poor and pass rates. overall, as the self-assessment report

Lewisham College 15 Curriculum Areas

recognised. Two-thirds of those who start the 44 The number of students progressing to access to higher education courses finish their higher education has increased substantially studies. However, retention rates on GCSE and since the last inspection. Nearly all the students GCE A level courses are below the national who successfully completed access courses in average. Pass rates in GCE A level sociology 1997 and 1998 progressed to higher education. and psychology have been poor. The college 45 Staff are suitably qualified for their work. subscribes to an external consultancy which Most teaching accommodation is good. The calculates the value added for students taking English base room contains a good range of GCE A level who have GCSE qualifications. specialist material, including IT equipment. These figures indicate that GCE A level English The learning centre’s stock of books and other language students have done better than materials provides students with useful support. anticipated and those taking sociology and psychology have done worse.

A summary of achievement and retention rates in English/other humanities, 1996 to 1998

Type of qualification Level Numbers and Completion year outcome 1996 1997 1998

GCSE (all subjects) 2 Expected completions 641 859 530 Retention (%) 60 61 52 Achievement (%) * 69 78

GCE A level (all subjects) 3 Expected completions 460 596 397 Retention (%) 60 58 53 Achievement (%) 40 62 52

Higher education access to 3 Expected completions ** 26 66 social sciences and Retention (%) ** 62 68 humanities Achievement (%) ** 81 82

Source: ISR (1996 and 1997), college (1998) *data unavailable **course not running

Lewisham College 16 Cross-college Provision

Support for Students The high level of student support has contributed to the recent improvement in Grade 1 retention on some courses. 46 Inspectors considered that the self- 48 Students make contact with the college in assessment report was thorough and agreed person, by letter, telephone or electronic mail with its assessment of the strengths and and there is a video link with a number of weaknesses of students’ support. Detailed community centres. All college information is action plans have been prepared to improve well designed and available in a variety of further the quality of support. languages. Information about the college and its courses is also available on tape and the internet. Last year, a range of open evenings Key strengths and other events attracted over 1,000 visitors. • the college’s commitment to raising Once enrolled, students are effectively inducted students’ aspirations and helping them on to their course. to achieve their full potential • the development of entry criteria which 49 The guidance centres are run by well- are effective in enabling students to trained, qualified staff who offer impartial select the most appropriate course educational guidance, counselling and advice on • outstanding information, guidance, an extensive range of matters covering finance, careers advice and support services accommodation, benefits, immigration and personal problems. Staff have good contacts • innovative and flexible approach to with many external agencies to which they refer tutorial support students when necessary. A range of booklets • outstanding learning support gives information on topics such as career planning and childcare. Inspectors agreed with Weaknesses the college’s assessment that advice and • some less effective tutorial support guidance and information services are a notable strength.

50 The college has an innovative and flexible 47 Inspectors agreed with the college’s view approach to tutorial support. Staff are given that the learning support services are useful guidance on tutoring, induction, and on outstanding. Support services and procedures monitoring attendance and punctuality. Within are clearly documented and a series of service a common framework, detailed arrangements standards set out what students can expect. for tutorial support are made by individual The college is effective in using staff, successful schools to suit the needs of their students. business people and representatives of the The college acknowledges that some of its community to act as role models to support and tutorial provision and monitoring of students’ inspire students. Students confirmed that they attendance and punctuality needs further are treated with respect and feel valued as development. Action plans to address these individuals. More than 90% of students issues are devised, and deadlines are set for surveyed by the college said that they would their implementation. recommend their course or the college to others. The college is successful in developing strategies 51 The college has developed many courses at which enable students to help one another. For foundation level to meet the needs of students example, some students act as ‘study buddies’ who enter the college with few qualifications to provide learning support for their colleagues. and poor basic skills. Good additional learning

Lewisham College 17 Cross-college Provision

support is available for students. Students General Resources joining full-time foundation or intermediate level courses take screening tests to assess their level Grade 1 of basic skills. Most foundation level courses 53 Inspectors agreed with the strengths and include language and number skills most of the weaknesses identified by the development. Students on higher level courses college in its self-assessment report. receive appropriate support through individual tuition, group work with a communications or numeracy tutor, and workshops in the learning Key strengths centre. Last year, the college provided specialist • good, well-maintained accommodation help for 50 students identified as dyslexic. The • well-decorated classrooms and public college also provides effective support for areas students with other learning difficulties and/or • good attention to all aspects of the disabilities such as hearing or visual college environment impairment. The good support available to • well-resourced and well-used learning students has contributed to a situation where centres retention rates on some courses are above the • good IT resources benchmark figures given for colleges with a large proportion of students from disadvantaged Weaknesses areas. • a few areas of poor access for students 52 The college is committed to helping with restricted mobility students to get jobs. An excellent range of careers advice and guidance material is 54 The college has made significant progress available to students. Many students take in improving its accommodation since the last advantage of the sessions offered in ‘The Job inspection. It has disposed of several sites and Shop’ which is based in the learning centre. buildings. It now occupies two sites, at The shop provides up-to-date information and Lewisham Way and Deptford. The newly- advice about job vacancies, and how to apply for acquired Deptford campus offers high-quality, jobs. The college has productive partnerships modern accommodation. The Docklands Light with employers. About 800 employers provide Railway extension will provide a Lewisham students with work placements. The business College station in 1999. The college also start-up initiative offers students help in setting operates from locations in the community. up their own businesses. The Action for Better These strengths were acknowledged in the Lewisham Employees is another innovative self-assessment report. Despite the reduction in scheme which delivers free training to staff from sites, the utilisation of space within the college is the Metropolitan Police, National Health Service still low. There is a well-managed programme trusts and other public sector employers. The of maintenance and refurbishment. As a result, college has developed effective links with a local most teaching rooms meet the high standards careers service. Students with learning set by the college. They are well decorated, difficulties and/or disabilities are successful in furnished and equipped. Staff workrooms gaining supported employment through a provide suitable facilities. number of local agencies with the help of the college. The college has received the Investor 55 In keeping with the college’s ethos, in Careers award and the Charter Mark. particular attention is paid to the quality of accommodation. Premises staff take pride in their contribution to the students’ experience.

Lewisham College 18 Cross-college Provision

Public spaces are clean and attractive. Works for students’ use, giving a ratio of computers to of art and other material, such as poetry, are full-time equivalent students of 1:7. All the prominently displayed. These are carefully computers for students’ use are on a single chosen to reflect the cultural diversity of the network which links both sites. There is a students. Students themselves contribute to the separate staff computer network which includes improvement of the accommodation. For electronic mail facilities. Staff and students have example, construction students have made a access to the internet. Multimedia software and fountain and sundial; horticulture students have CD-ROM resources are available in the learning provided tubs of plants and maintain garden centres. Computer services are being carefully areas. There are effective, yet friendly, security and imaginatively developed to provide arrangements, provided by a team of skilled, resource-based learning facilities which allow caring staff. There is an efficient system for people to learn in the workplace or community monitoring and adjusting the college’s use of locations. Pilot outreach learning projects are energy which has saved considerable sums of already in place: for example, in Lewisham’s money. The self-assessment report noted all of central library, training for shop workers and these strengths. introductory IT courses for families are operational. A total of £495,000 is available for 56 Most areas of the college are accessible to computer equipment and development during people with restricted mobility. One of the main 1998-99. Approximately 40% of these funds buildings at the Lewisham Way campus have been obtained from external sources. currently has no lift to its upper floors. Plans have been agreed to address this by September 59 Students are provided with good-quality 1999. Lea House, a listed building dating from refectory facilities at both sites. The services 1820, has no access for people with restricted include a coffee bar and two restaurants staffed mobility. The college is investigating ways of by students. There are indoor and outdoor addressing this and other problems at Lea seating areas for students as well as small House, by relocating courses. common rooms. Other facilities include general shops and a bookshop. Students have access to 57 The college has devoted considerable a well-equipped gymnasium at the Deptford resources to the well-designed, attractive campus. learning centres at both sites. The centres provide good facilities for students to study on their own. They are well used and appreciated by the students. Following consultations with students, private study areas have been introduced, as well as areas where students can work in small groups. The learning centres also include a library of 45,000 books. There is currently an annual budget of £124,000 for books and learning resources. In addition to the library staff, a team of eight learning facilitators assists the college in developing resources to support teaching and learning, and enable students to study on their own.

58 There are good IT resources for students and staff. There are 670 computers available

Lewisham College 19 Cross-college Provision

Quality Assurance courses still need to improve retention and achievement. Students express increasing levels Grade 1 of satisfaction with the services they receive. 60 The college’s self-assessment process is 62 The college holds all members of staff, in thorough and leads to effective action to every area of the college, individually address weaknesses. Inspectors agreed with responsible for providing students with the most of the strengths and weaknesses highest-quality service. Staff understand this identified in the self-assessment report. They and take the responsibility seriously. The saw evidence of improvements made since the college’s policy on quality amplifies the college’s report was prepared and of improvements in aim of continually improving the services offered quality since the previous inspection. to all students. To fulfil the requirements of the policy, a clear and effective quality assurance process has been developed which is responsive Key strengths to the changing needs of the college and its • exceptional commitment to maintaining students, and to national trends and high-quality provision developments in further education. The self- • improvements in the quality of the assessment report noted the college’s strong college’s work commitment to setting and achieving high • comprehensive self-assessment process standards in all it does. • rigorous, effective annual review of all 63 The influential quality assurance aspects of the college’s work committee, which meets monthly, has a key role • highly effective quality assurance in quality assurance. It comprises the principal, committee vice-principal, faculty directors, the directors of • involvement of external agencies and academic quality, learner services, finance and individuals in quality assurance planning, and the registrar. At one meeting procedures each term, this group is joined by external • strong involvement of governors in members, including the principal of another quality assurance college, the head of a local secondary school, and a local health trust manager. The Weaknesses committee produced the college’s action plan for • overestimation of the quality of teaching quality assurance, the quality handbook and and learning in a few areas guidance notes which support teams in their self-assessment work. All new courses are 61 The quality assurance systems have led to subjected to a rigorous internal accreditation significant improvements in many aspects of the procedure. Members of the quality assurance college’s work. Increasing numbers of students, committee, with external representation where including many with long histories of failure and appropriate, examine the need for each disaffection, complete their courses, gain a proposed course and consider the resource qualification, enter employment, or set up their implications. All new courses must contribute own businesses. The number of students to the delivery of the college’s strategic plan. progressing to higher education has risen from Inspectors agreed with the self-assessment 220 to about 275 over the past three years, and report that the quality assurance committee retention on some courses has recently plays a key role in promoting high quality across increased from 60% to over 80%. However, as the college. identified in the self-assessment report, some

Lewisham College 20 Cross-college Provision

64 Reviews and evaluations are undertaken of that staff development has had on the quality of all aspects of the college’s work. Reports are provision. In 1997, the college obtained the verified by heads of school or corporate Investor in People award. services, who then draw up summary reports for their areas. These are combined with the Governance reports on student services, management and governance to form the draft self-assessment Grade 1 report. The quality assurance committee 66 Inspectors and auditors agreed with the receives and verifies the report, which is then college’s assessment of governance. presented to the academic board for validation. The report is presented also to the governors’ quality assurance group and then discussed at a Key strengths full corporation meeting. Inspectors agreed with • governors’ involvement in determining the college’s judgement that these procedures the college’s values and strategic are rigorous and effective. However, the quality direction of teaching and learning has been overestimated • the commitment to the community the in a few subjects and some annual reviews are college serves not of good quality. These issues are identified • the implementation of Nolan principles in the self-assessment report. • the consistent observance of the 65 Appropriate targets for recruitment, boundaries between governance and retention and achievement are set for each management course. Courses which do not achieve • high-quality clerking arrangements recruitment and retention targets are reviewed • the work of the audit committee annually. Course recovery plans can be put in • governors’ rigorous monitoring of place, or courses can be closed. The college has students’ achievements a robust approach to courses identified as weak. Many courses have been discontinued as an • the appraisal and development of the outcome of this process. External verifiers principal reports are all scrutinised by the principal. Action plans are required and rigorously Weaknesses monitored. Students’ complaints are swiftly • there are no significant weaknesses acted on and outcomes are used as a valuable source of information for monitoring quality. 67 Inspectors agreed with the college’s Surveys of students’ perceptions have led to judgement that governance is outstanding. changes. For example, improved induction There is a recognition that the quality of arrangements. Local employers are pleased governance and the board’s partnership with with the way students are prepared for work. senior managers are central to the effectiveness Advisory groups of employers assist the college of the college. Considerable thought has been in monitoring the quality of its vocational given to the membership of the board, for provision. Governors monitor the effectiveness example, the balance of gender, skills and of quality systems through the annual plan. experience, and the inclusion of members to Each year staff development is more firmly reflect the very diverse community the college linked to areas of need identified through self- serves. The corporation has a membership of assessment, and to the requirements of the 18. At the time of the inspection, the board was college’s strategic plan. In its self-assessment seeking to fill four vacancies through its report, the college noted the beneficial impact

Lewisham College 21 Cross-college Provision

governance development committee. The corporation meetings. In addition to the public recruitment process includes advertising. There availability of corporation meeting papers and is an improving induction procedure for new the register of interests, there is an annual governors, and continuous training through general meeting at which the college’s annual briefings by senior managers, external seminars report is presented. The board has also and an annual governors away day. approved a ‘whistleblowing’ procedure. Inspectors agreed with the college’s assessment 68 Governors have a clear understanding of that these procedures are rigorous and effective. the distinction between governance and management. The board recently reviewed and 70 The corporation has established endorsed a definition of its working relationship committees which are working effectively. with the college senior managers. They are These committees cover: finance and general actively and appropriately engaged in strategic purposes; personnel; estates; audit; governance planning. They are also involved in searching development; and the remuneration of senior for opportunities that will help students and postholders. The work of the audit committee monitoring curriculum developments through is particularly noteworthy. The committee their alignment with schools. Members of the effectively monitors audit planning and corporation critically consider papers presented reporting and ensures that the board is kept by senior managers who ensure that governors fully informed of its activities. The attendance have complete and up-to-date information and of governors at committees and the board is advice to assist them in determining policy and consistently good. the strategic direction of the college. Governors 71 The FEFC’s audit service concludes that, take decisions within the context of the college’s within the scope of its assessment, the values set out in the strategic plan. These governance of the college is good. The commit the college to doing its utmost to widen corporation substantially conducts its business participation in Lewisham and to enable all its in accordance with the instrument and articles students, especially those from groups which of government. It also substantially fulfils its would not usually have entered further responsibilities under the financial education, to progress to further or higher memorandum with the FEFC. education or employment. The self-assessment report noted all of these strengths. 72 Governors are assessed by senior managers and have also commissioned external 69 The work of the corporation is guided by consultants to assess their performance. These a code of conduct, which includes the seven assessments confirm that governors give high principles of public life set out by the Nolan priority to the well-being and progress of committee, and standing orders for the conduct students. A student forum has been established of corporation business. There is a register of to allow governors to meet directly with students interests which has been completed by members and obtain a realistic appreciation of students’ of college staff who have significant financial perceptions of the college. A governors’ quality responsibility as well as by all governors. There assurance working group enables the board to are effective arrangements for the clerking of monitor more effectively students’ achievements. meetings of the corporation and its committees. Inspectors observed vigorous debate and Informative agenda papers are distributed in questioning by governors following a advance of meetings. Draft minutes, providing presentation on retention and achievement a clear record of proceedings, are produced statistics to the full board. The principal’s promptly. The corporation is committed to a appraisal is conducted by the chair and a policy of openness. Staff observers attend vice-chair. It is based on a rigorous review of

Lewisham College 22 Cross-college Provision

performance against objectives which are both clear delegation of authority, the assessment of corporate and personal to the principal. They individual potential and development needs, and include the consideration of staff morale and the identifying opportunities for advancement. The reputation of the college. result is a dedicated, confident and creative management team. Communications Management throughout the college are excellent. All staff are valued, supported in their role and Grade 1 encouraged in their personal development and training. 73 Inspectors and auditors agreed with the college’s assessment that management is 75 An executive, led by the principal, includes outstanding. The few weaknesses identified the vice-principal, and the directors of finance, by the college in its self-assessment report business development, student services and have already been addressed. quality. Its weekly meetings are concerned with formulating policy, strategic development, and resource allocation and monitoring. The college Key strengths management team, which brings together the • strong and effective leadership executive and other senior managers, oversees • highly effective college management the operational management of the college. team There is a simple but effective curriculum • the commitment to the personal and management structure involving four faculties professional well-being of all staff broken down into a total of 10 schools which • the clear, effective management have been subdivided into programme areas. structure and efficient deployment of An academic management team, which meets staff fortnightly and is chaired by the principal, • strategic planning involving all staff at oversees curriculum developments and issues. all levels of the college The effective management structure was noted in the college’s self-assessment report. • good financial management • robust management information 76 There are rigorous procedures to ensure that staff are effectively deployed. Enrolment • the central role of equal opportunities and retention targets are set for each school. These are reviewed regularly during the year to Weaknesses assess the college’s overall performance. • there are no significant weaknesses 77 Inspectors agreed with the college’s assessment that its strategic planning process is 74 The college benefits from inspirational effective and is informed by sound market leadership. There are effective, working research. A researcher works closely with relationships between the principal, senior college managers to ensure that the provision is managers and governors. High expectations of continuously relevant to the needs of the local commitment and performance have led to the community and industry. Each directorate has establishment of a common concern for to produce development plans which are continuous improvement and development. incorporated into the college’s strategic plan. ‘Supported autonomy’, the policy of empowering The plan is thoroughly costed before its managers to perform their roles effectively submission to the board for approval. The within a rigorous framework of accountability, annual plan defines the college’s key objectives permeates the college. This policy involves a

Lewisham College 23 Cross-college Provision

against which progress and success will be 81 The college has a comprehensive equal measured. Inspectors agreed with the college’s opportunities policy with clear procedures for assessment that it has been consistently monitoring and dealing with complaints. The successful in achieving its objectives and targets. effectiveness of the policy and procedures is reinforced by the unequivocal commitment of 78 In its mission statement, the college states governors and senior managers. The personnel its commitment to promoting the economic directorate maintains a watching brief on development of the area and to improving the developments in employment law and industrial employability of its students. To fulfil this role, relations to ensure that procedures are up to the college has forged strong links with a wide date and appropriate to changing circumstances range of public and private employers and and needs. Helpful notes are given to managers agencies. The college’s recent participation in to guide them in all aspects of their work. the New Deal initiative has attracted over 100 There are comprehensive procedures for the trainees. The college’s partnership with a local monitoring of health and safety in the college. schools consortium involves about 100 students. Policies are updated routinely. There are termly The college is perceived by public services and reports to the corporation board’s estates private employers as a responsive and effective committee and an annual report to the full partner in providing training and in increasing board. These policies and systems constitute the skills of its existing employees. These good practice. initiatives and many others result from the college’s strong desire to serve the community and to help bring inward investment to the Conclusions college and the borough of Lewisham. 82 The self-assessment report used by the 79 Inspectors and auditors agreed with the inspectors was the second one produced by the college’s assessment that its financial position is college. The inspection team found that the sound. The FEFC’s audit service concludes that, report provided an effective basis for planning within the scope of its review, the college’s the inspection. Staff, corporation members and financial management is good. Monthly representatives of external organisations were management accounts, which are easy to involved in the self-assessment process. The understand, comprise a commentary, income report presented a clear and comprehensive and expenditure against budgets and a forecast evaluation of the college’s work. It was to the year end, a balance sheet, and a cashflow supported by comprehensive evidence. Most of forecast to the year end. The accounts are the findings of the inspection team were in line distributed to managers and governors and are with those of the college. They agreed with four subject to detailed scrutiny at meetings of the of the six curriculum grades and four of the finance and general purposes committee. There grades awarded for cross-college provision. In is appropriate delegation to budget holders who two of the other areas the inspectors’ grades have on-line access to the financial management were one grade better than the college’s; in two database. The college’s financial regulations other areas, the inspectors’ grades were one and procedures were updated during 1998. grade worse than the college’s.

80 The college has developed a robust 83 Strengths and weaknesses identified during management information system. The system is the inspection are listed under each section of networked throughout the college providing staff this report. The main strengths and weaknesses with on-line access to essential information. are identified in the summary. The college has accurate enrolment and retention records.

Lewisham College 24 College Statistics

Student numbers by age (July 1998) Student numbers by mode of attendance and Age % curriculum area (July 1998) Under 16 2 Programme Full Part Total area time time provision 16-18 years 19 % 19-24 years 19 Science 617 1,994 21 25+ years 60 Agriculture 12 0 1 Not known 0 Construction 311 1,104 11 Total 100 Engineering 413 784 9 Source: college data Business 414 1,400 14 Hotel and catering 279 395 5 Student numbers by level of study Health and (July 1998) community care 355 564 7 Level of study % Art and design 625 425 8 Foundation 33 Humanities 416 1,046 12 Intermediate 34 Basic education 509 1,046 12 Advanced 25 Total 3,951 8,758 100 Higher education 8 Source: college data Leisure/recreation (non-schedule 2) 0 Total 100 Widening participation

Source: college data Based on a postcode analysis of 1995-96 ISR data, the college recruited 79% of students from disadvantaged areas defined in relation to the Department of the Environment Index of Local Conditions.

Staff expressed as full-time equivalents (July 1998) Perm- Fixed Casual Total anent term Direct learning contact 176 6 198 380 Supporting direct learning contact 67 8 0 75 Other support 143 28 0 171 Total 386 42 198 626 Source: college data, rounded to nearest full-time equivalent

Lewisham College 25 College Statistics

Three-year Trends

Financial data 1996 1997 1998 Income £20,795,000 £21,781,000 £20,645,000 Average level of funding (ALF) Out-turn to 1997; funded 1998 £21.19 £19.29 £19.14 Payroll as a proportion of income 69% 55% 56% Achievement of funding target 114% 124% 100% Diversity of income 12% 16% 17% Operating surplus -£370,000 £458,000 £29,000

Sources: Income – Council Circulars 97/35 (1996), 98/43 (1997), college (1998) ALF – Performance Indicators 1996-97 (1996 and 1997), Funding Allocations 1997-98 (1998) Payroll – Council Circulars 97/35 (1996), 98/43 (1997), college (1998) Achievement of funding target – Performance Indicators 1996-97 (1996 and 1997), college (1998) Diversity of income – Council Circulars 97/35 (1996), 98/43 (1997), college (1998) Operating surplus – Council Circulars 97/35 (1996), 98/43 (1997), college (1998)

Students’ achievements data Level Retention Students aged 16 to 18 Students aged 19 or over and pass 1995 1996 1997 1995 1996 1997 1 Expected completions 291 616 724 1,589 2,321 1,901 Retention (%) 64 75 80 71 70 70 Achievement (%) 61 42 44 69 51 70 2 Expected completions 1,009 1,240 1,206 2,483 2,364 1,720 Retention (%) 69 66 62 71 70 79 Achievement (%) 41 60 64 45 51 67 3 Expected completions 700 722 535 2,141 1,968 2,171 Retention (%) 78 70 65 80 64 81 Achievement (%) 19 62 69 36 57 71 4 or 5 Expected completions 5 8 0 776 563 671 Retention (%) 100 63 – 84 72 85 Achievement (%) 100 20 – 57 62 68 Short Expected completions 300 355 180 2,840 3,355 1,861 courses Retention (%) 96 91 83 89 87 91 Achievement (%) 97 78 71 92 50 84 Unknown/ Expected completions 472 835 – 1,321 1,350 – unclassified Retention (%) 86 80 – 81 80 – Achievement (%) 97 82 – 93 64 –

Source: ISR –ISR data not collected

Lewisham College 26 FEFC Inspection Report 36/99