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Bradford College Inspection Report February 2000

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Bradford College Inspection Report February 2000 Bradfor d College R E P O RT FROM THE INSPECTORATE 1999-00 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 024 7686 3000 Fax 024 7686 3100 Website www.fefc.ac.uk © FEFC 2000 You may photocopy this report and use extracts in promotional or other material provided quotes ar e accurate, and the findings are not misrepresented. Contents Paragraph Summary Context The college and its mission 1 The inspection 8 Curriculum areas Science 11 Construction 16 Motor vehicle engineering, fabrication and welding 21 Mechanical and electrical engineering 26 Hospitality and catering 31 Art and design 36 English and modern foreign languages 41 Basic skills 46 ESOL 51 Cross-college provision Support for students 56 General resources 63 Quality assurance 69 Governance 78 Management 86 Conclusions 94 College statistics Bradford 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 number of starters, which is the number between strengths and weaknesses. of enrolments on qualifications where the The descriptors for the grades are: student was expecting to complete the qualification that college year. For • grade 1 – outstanding provision which has example, a student on a two-year many strengths and few weaknesses programme who began their programme • grade 2 – good provision in which the in October 1995, would appear in the strengths clearly outweigh the weaknesses results for 1996-97 because this is the • grade 3 – satisfactory provision with year in which they expected to complete strengths but also some weaknesses 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 students the strengths have completed as expected or where they are continuing their studies beyond the • grade 5 – poor provision which has few expected end date of the qualification. For strengths and many weaknesses. programmes of study of two years or more, Audit conclusions are expressed as good, retention is calculated across the whole adequate or weak. programme, that is, from the start to the Aggregated grades for aspects of cross-college end of the qualification provision and curriculum areas, for colleges • as an achievement rate, which is the inspected during 1998-99, are shown in the number of qualifications students have following table. fully achieved as a percentage of completed qualifications with a known Grade outcome. Partial achievements are not included. 1 2 3 4 5 %%%%% Curriculum areas 10 53 30 7 – Cross-college provision 14 54 23 7 2 Source: Quality and Standards in Further Education in England 1998-99: Chief inspector’s annual report Sample size: 104 college inspections Summary Bradford College and welfare services are extensive. There has been substantial investment in, and Yorkshire and Humberside im p r ovement to, accommodation in the last three Region years. The college has a strong commitment to quality improvement. Governors have given Inspected February 2000 strong support to managers during extensive developments to the estate and the reo rg a n i s a t i o n Bradford College is a large further and higher of management and the curriculum. In previous education college in West Yorkshire. Of the years, the college has experienced considerable college’s students, 43% are recruited from difficulties in recording the achievements of its disadvantaged areas as defined in the students. The college has worked hard to Department of the Environment Index of Local improve its centrally held management Conditions. In preparation for the inspection information. Managers have skilfully the college produced a comprehensive self- implemented a major reorganisation during a assessment report. Staff from all areas of the period of falling income. The quality of science college contributed to its production. In some and art and design provision is outstanding. curriculum areas the report did not place sufficient emphasis on weaknesses in teaching The college should address: some poor students’ and learning. The college makes provision in all achievements; the quality of teaching and of the 10 FEFC programme areas. Seven learning in some areas; poor co-ordination of programme areas were inspected, together with basic skills provision across the college; low take aspects of cross-college provision. up of additional learning support for literacy and numeracy; restrictions on student access to The college devotes considerable resources to IT; inconsistencies in the application of the the implementation of its policies for equality of procedures for course review; the lack of rigour opportunity. It has successfully widened in the lesson observation process; weaknesses in participation amongst people who would not aspects of the operation of the corporation’s normally attend college, and has enabled these committees; and unreliable data on students’ people to progress to further study or performance. employment. The college makes provision at more than 100 venues throughout the city. The grades awarded as a result of the inspection Support for students is good. The counselling are given below. Curriculum area Grade Cross-college provision Grade Science 1 Support for students 2 Construction 3 General resources 2 Motor vehicle engineering, fabrication Quality assurance 3 and welding 3 Governance 3 Mechanical and electrical engineering 2 Management 2 Hospitality and catering 2 Art and design 1 English and modern foreign languages 2 Basic skills 4 ESOL 2 Bradford College 1 Context The College and its Mission qualification (GNVQ) and a wide range of vocational and professional programmes. The 1 Bradford College is a large further and college offers provision in all of the FEFC’s higher education college located in West programme areas. Partnerships with the Yorkshire. It has two main sites in central Bradford and District Training and Enterprise Bradford, close to the University of Bradford, Council (TEC) and with local and regional and a large adult education centre in the north training providers and employers support a of the city. It also makes provision in more wide range of vocational provision. than 100 adult and community education venues 4 The metropolitan district presents the across the Bradford Metropolitan District. college with a challenging educational 2 The college serves a large and diverse environment. In 1999, 32% of the district’s population in central Bradford and the school-leavers achieved GCSE results of five surrounding areas of West and North Yorkshire. grades C or above compared with the national The Bradford Metropolitan District has a average of 48%. Within the metropolitan district population of over 470,000. The younger than there are two other general further education average population profile includes substantial colleges, 22 schools with sixth forms, four grant- communities of people whose origins are in maintained schools, two direct grant schools South Asia, Eastern Europe and the Caribbean. with sixth forms and a city technology college Approximately 16% of the population have a which specialises in new technology. South Asian or Afro-Caribbean background. In 5 During 1998-99, the college was some inner city wards around 50% of the reo r ganised. There are 11 teaching departm e n t s , population have such backgrounds. The Further whose heads report to the principal. The Education Funding Council (FEFC) has identified directorate comprises the principal and the the college as one of a group which typically directors of academic programmes, human recruits a high percentage of students from resources and finance and resources. The disadvantaged areas. The local unemployment college has 383 full-time and 606 part-time rate is 9%, but youth unemployment is over 16%. teaching staff, and 435 full-time and 461 part- Men, and people from minority ethnic groups, time support staff. experience levels of unemployment higher than the local average. The traditional 6 The college has well-established links with manufacturing industries of woollen textiles and a wide range of local partners,
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