College Inspection report

Unique reference number: 130546

Name of lead inspector: John Dunn HMI

Last day of inspection: 4 December 2009

Type of provider: General Further Education College

Beeston Campus Burton Avenue Address: LS11 5ER Telephone number: 0113 3076 160

Published date February 2010 Inspection Number 342295 Inspection Report: Joseph , 4 December 2009 1 of 21

Information about the provider

1. Joseph Priestley College is a small general further education college in south Leeds. It contracts with the Region Learning and Skills Council (LSC) to offer provision from three campuses based in Beeston, Morley and Rothwell. The Beeston campus was re-built during 2004/05 and opened in September 2005 with an increased range of provision designed to meet the needs of local 14 to 19-year-olds and adults. The Morley campus includes a high street centre with programmes in hairdressing, beauty therapy and early years. This centre also houses the college’s main advice and support centre and an information technology drop-in centre offering a range of training. The college has links with a wide range of community organisations and offers provision in over 40 centres across south Leeds. The college works with Education Leeds and other providers to offer a range of programmes to students aged 14 to 16 from 18 schools across the city. A dedicated Services to Businesses unit works with over 200 employers to provide a range of training across the region.

2. In 2008, the proportion of school leavers in Leeds who achieved five GCSEs at grade C and above was slightly below the national average. Unemployment in Beeston and Morley is higher than the national rate. Approximately 9% of the population are from minority ethnic groups and, of these, around half are of Asian origin. The college offers courses in 12 of the 15 sector subject areas. Three subject areas were graded as part of the inspection and inspection evidence was drawn from the remaining subject areas. The largest areas of provision in 2009/10 were health and social care, preparation for life and work, information and communication technology (ICT), and retail and commercial enterprise.

3. The college provides training on behalf of the following providers:  A&R Training  Huddersfield University

4. The following organisation provides training on behalf of the college:  Chocolate Beauty Academy

Type of provision Number of enrolled students in 2007/08 Provision for young students: 14 to 16 204 part-time students

Further education (16 to 18) 440 full-time students 110 part-time students Inspection Report: Joseph Priestley College, 4 December 2009 2 of 21

Foundation learning, including: 68 full-time students 23 part-time students Entry to Employment 7 students

Provision for adult students: Further education (19+) 215 full-time students 2,408 part-time students Employer provision: Train to Gain 329 students Inspection Report: Joseph Priestley College, 4 December 2009 3 of 21

Summary report

Grades: 1 is outstanding; 2 is good; 3 is satisfactory; 4 is inadequate

Overall effectiveness of provision Grade 4

Capacity to improve Grade 4

Grade

Outcomes for students 4

Quality of provision 3

Leadership and management 4 Safeguarding 3 Equality and diversity 3

Subject areas Grade

Health, care and public services 3

Hairdressing and beauty therapy 3

Preparation for work 2

Overall effectiveness

5. The college’s overall effectiveness is inadequate. The college has demonstrated insufficient capacity to improve and has made little progress in improving outcomes for students and the quality of provision since the last inspection. A number of areas for improvement identified at the last inspection still remain. Too many students leave their programmes early without achieving their qualifications.

6. Leadership and management are inadequate. Targets are set at college level but not adjusted for individual subject areas. Targets are often not met. Quality assurance and improvement systems are ineffective. The self- assessment process has not resulted in consistent improvement in outcomes for students or in the quality of provision. The lesson observation system is over-generous in its evaluation of the quality of teaching and learning. There is a lack of consistency in the use and reporting of data within the college.

7. The quality of provision is satisfactory. Provision in preparation for work is good and it is satisfactory in health, public services and care and hairdressing Inspection Report: Joseph Priestley College, 4 December 2009 4 of 21

and beauty therapy. Teaching and learning and support for students have remained satisfactory since the last inspection. Students with learning difficulties and/or disabilities receive good support. Support for other students is insufficiently effective in encouraging them to remain on programme.

8. There have been some very recent improvements in some areas of the college. Of the three subject areas inspected, one was good and two were satisfactory. Staff are highly committed and supportive of the college leaders. Morale is high and there is a clear determination to support the newly- appointed principal to improve the college so that it meet the needs of the local community.

Main findings

 Provision in preparation for work for students with learning difficulties and/or disabilities is good. These students develop personal, social and communication skills through good teaching and learning and effective support.  The achievement of qualifications by learners on Train to Gain and students aged 14 to 16 is good.  Students feel safe and the college takes appropriate action to ensure that students are safe at the college and at work.  Students benefit from strong external partnerships. Links with local community groups are good and the college has productive relationships with employers. Partners value the college’s approach to inclusion and curriculum development.  Students produce a satisfactory standard of work. Students in health and social care and hairdressing and beauty therapy develop good occupational skills.  Teaching and learning are satisfactory. Better lessons provide a good range of interesting activities and use questioning to engage and motivate students. Less successful lessons fail to take account of students’ individual needs and do not challenge or extend students.  Support for students is broadly satisfactory. Students with learning difficulties and/or disabilities receive good support. However, support is less effective for those without disability or significant literacy and numeracy needs. Initial assessment does not identify students’ individual support needs consistently or sufficiently. It does not analyse sufficiently the effectiveness of the support provided.  Governance is satisfactory. Governors support the mission and ethos of the college effectively. They have a clear overview of financial management and hold the principal and senior managers to account. Governors do not have such a clear overview of issues related to outcomes for students and the quality of provision.  Outcomes for students are inadequate. The number of students successfully achieving their qualifications is unacceptably low. Too many students leave their programmes early without achieving their qualifications. Inspection Report: Joseph Priestley College, 4 December 2009 5 of 21

 The numbers of students aged 16 to 18 achieving their qualifications at intermediate and advanced levels are particularly low. The numbers of adults achieving their qualifications at foundation and advanced levels are also particularly low. Achievement of key skills qualifications is particularly low and has declined year on year.  There is a well-defined mission to meet the needs of the local community. The college makes good use of local intelligence in planning its provision. However, the strategy for withdrawal of provision is less well considered as the college has recently closed a number of poorly performing courses that catered for significant numbers of students.  Leadership and management are inadequate. Governors and senior managers set a clear direction for the college but their actions have not brought about the improvements necessary in outcomes for students and the quality of provision. Quality improvement systems are inadequate. Planning and target setting are weak and there is insufficient monitoring and evaluation of action plans.

What does Joseph Priestley College need to do to improve further?  Improve retention rates. Make sure that staff in all areas follow up poor student attendance effectively to identify and provide support for students at risk of leaving the programme without achieving their qualifications.  Improve the impact that leadership and management have on outcomes for students. Produce reports that use data consistently to state clearly the performance of the college.  Work with staff to raise their expectations of students. Set challenging, realistic targets for staff and students and develop and use appropriate systems to monitor their progress towards achieving them.  Improve the validation and accuracy of the college observations of teaching and learning. Encourage teachers to consider the individual needs of students and use a wider, more effective range of teaching and learning methods.  Improve the initial assessment processes to identify better the support needs of all students. Use the data from initial and diagnostic assessments to plan learning programmes more effectively.  Improve the action planning process to measure better the quality of provision and leadership initiatives. Ensure that individual plans form part of a coherent whole.  Regularly review the impact of actions taken to provide support for all students.

Summary of the views of users as confirmed by inspectors What learners like:  their learning programmes and the support they receive  the difference in approach between college and school, being treated like adults Inspection Report: Joseph Priestley College, 4 December 2009 6 of 21

 being able to use the library and the canteen  meeting new friends  going on work placement  fellow students and a happy and friendly atmosphere  teachers and the support they provide  practical lessons.

What learners would like to see improved:  the amount of computers in classrooms at Milton House  the group sizes that are too large for the small classrooms at Rothwell  the student rest area at Milton House and canteen at Rothwell as they are not large enough  the range and quality of food available at all three campuses, with more healthy options available  the number of Criminal Records Bureau (CRB) checks which are carried out and which are costly to students  the trivial questions on the tests that de-motivate students  the slow computer network  the poor organisation at the start of some courses.

Summary of the views of employers as confirmed by inspectors What employers like:  the efficient and effective response to requests  the benefit to their organisations from an increased emphasis on the value of training  the development of individuals as a result of their training  the quality of communications, feedback and ongoing dialogue with the college  the flexibility of the training.

What employers would like to see improved:  the recent lack of direct contact with the college and little involvement as partners. Inspection Report: Joseph Priestley College, 4 December 2009 7 of 21

Main inspection report

Capacity to make and sustain improvement Grade 4

9. The college has made inadequate progress in improving outcomes for students. Overall success rates have not improved consistently in the last three years. Many management processes have been improved recently but have not had a significant impact on outcomes for students or the quality of provision. The self-assessment process has improved but does not lead to actions that drive improvement.

10. The college plans do not provide an effective framework for improvement. The strategic plan sets out a statement of the areas for improvement but fails to identify lines of accountability. The curriculum area plans are inconsistently applied and monitored. Several other plans and strategies are not brought together in a coherent whole. Overall college targets for improvement are appropriate but they are not monitored sufficiently well and often are not met. Data and other management information are generally accurate. However, the college needs to analyse and interpret data more consistently to ensure that governors, senior managers and staff have a clear picture of the performance of the college. There are significant weaknesses in the way data are analysed to ascertain reasons why students leave early or progress to other programmes or employment.

11. Several areas for improvement identified in the 2007/08 self-assessment process remain. The various development plans that result from self- assessment have only been partially effective. The lesson observation system is over-generous in its evaluation of the quality of teaching and learning. Learner engagement does not have sufficient impact on the college planning and quality improvement processes. Staff are highly committed and supportive of college leaders. There is high morale and a determination to meet the needs of the local community.

12. The governors have a clear vision for the future and strong partnerships exist with local schools and the community. They are very supportive of the college and ambitious and determined to make improvements. However, they are sometimes not able to ask sufficiently challenging questions in order to maintain or raise standards because the information they are given does not provide them with a clear indication of the current position. Financial management is satisfactory and the college has a satisfactory range of resources.

Outcomes for students Grade 4

13. Students’ attainment of qualifications and learning goals are inadequate. Overall success rates are unacceptably low. The college has correctly Inspection Report: Joseph Priestley College, 4 December 2009 8 of 21

identified in its self-assessment report that success rates are low because too many students leave their programme early without achieving their qualification aims.

14. The success rate on long courses for 16 to 18-year-olds at foundation level has been static at around 70% from 2005/06 to 2007/08. During this period the college rate declined from three percentage points above to seven percentage points below the national average. However, college data show an improvement of 16 percentage points in 2008/09 which places the success rate well above the previous year’s national average. The success rate for adults at foundation level, the highest proportion of students at the college, has declined significantly since 2005/06 to 62% in 2008/09 which is 14 percentage points below the national average.

15. At intermediate level the success rate for 16 to 18-year-olds has remained static since the last inspection at around 62% and is now significantly below the national average. The success rate for adults at intermediate level has fluctuated and is broadly in line with the national average.

16. The success rate at advanced level is particularly poor for students aged 16 to 18. The success rate has been at least 20 percentage points below the national average since 2005/06. College data show a significant improvement in 2008/09 but the rate remains seven percentage points below the national average for the previous year. For adults the success rate improved year on year until 2008/09 when there was an eight percentage point decline to below the national average for the previous year.

17. Success rates between different groups of students are not significantly different. However, the achievement rate for those receiving support remains below the college average. Success rates for students aged 14 to 16 are good. Timely success rates for students following Train to Gain programmes are high. Success rates in key skills are particularly low and declining.

18. Student achievement data for courses ending in 2007/08 could not be relied on to provide an accurate picture of the college’s success rates in preparation for life and work.

19. Value-added data show that students’ progress compared with their prior attainment is generally poor. The proportion of students achieving high grades is low. Current students in health and social care and in hairdressing and beauty therapy develop good vocational skills. The college does not maintain or analyse data on learner progression either within or beyond the college nor routinely analyse the destination of leavers. However, all subject area inspectors judged students’ progression to be satisfactory.

20. Students report that they feel safe and secure. They are confident that the college will react appropriately to any incidents of bullying, harassment or bad behaviour. Students demonstrate safe working practices in college and those on vocational courses have a generally good knowledge of health and safety Inspection Report: Joseph Priestley College, 4 December 2009 9 of 21

in the workplace. Many students have the information they need to make informed decisions about health and well-being. However, few students take advantage of the limited healthy eating options available in the college.

21. Students’ contribution to the community is satisfactory overall. Many students are involved in various charitable and fund-raising events. The community has benefited from projects in horticulture but few subject areas have a planned and co-ordinated approach to community involvement through community- based projects and training activities.

The quality of provision Grade 3

22. Teaching and learning are satisfactory. Better lessons take full account of individual needs, provide a good range of interesting activities and use questioning to engage and motivate students. Less effective sessions do not take sufficient account of the needs of individual students, lack pace and do not challenge or extend students’ abilities. Activities are insufficiently supported by suitably planned extension activities for the more able students.

23. A number of information and learning technology initiatives have been introduced to extend learning and assessment. Hand-held computers and digital equipment are available for external assessments, residentials and visits. The virtual learning environment (VLE) is developing from a repository for learner handouts and assignments to include more interactive learning material. More use is made of digital material in the classroom. However, network problems often result in unacceptably slow access to materials for students.

24. Key skills teaching is appropriately embedded within the curriculum. Specialist Skills for Life tutors contextualise key skills within the occupational context. Arrangements to identify the literacy and numeracy levels of students are satisfactory, with initial assessment grades recorded in students’ individual learning plans. However, no long-term development targets are set for literacy and numeracy and few of the students’ ongoing weekly targets include literacy and numeracy.

25. Assessment is sufficiently rigorous and accurate. Assignments have sufficiently detailed guidance criteria. Tutors provide timely and sufficiently detailed feedback on how to improve. Internal verification is effectively planned and appropriately systematic.

26. Staff are occupationally experienced and suitably qualified. A high proportion of staff hold qualified teacher status. Regular staff development opportunities are effectively planned and suitably focused on teaching and learning. However, strategies to improve the quality of teaching and learning are ineffective. Too many lesson observation reports are overly positive, with sessions graded highly without sufficiently robust evidence. A satisfactory programme of dual observations is completed annually. However, Inspection Report: Joseph Priestley College, 4 December 2009 10 of 21

observations are not systematically validated and there is insufficient evaluation of good and of less effective practice.

27. The college makes effective use of partnerships and local intelligence in planning provision but has recently closed a number of poorly performing courses that catered for significant numbers of students. Programmes for 14 to 16-year-olds, community-based provision and courses developed with employers, have all grown to meet demonstrable needs.

28. Work experience and enrichment are satisfactory overall. Students on most courses benefit from well organised work placements, subject-related visits and external speakers. A well-planned induction provides students with appropriate information and guidance. There is no formal arrangement for tutorial support for part-time students.

29. Strong partnership working benefits students. Community development workers liaise well with local communities to develop suitable provision such as English for Speakers of Other Languages (ESOL) for the Asha neighbourhood project. The Services to Business Unit has productive relationships with employers. Links with local schools are good. The college is responsive to partners’ needs. Partners value the college’s approach, recognise the benefit for their students and welcome the college’s approach to inclusion and community development.

30. Support for students is broadly satisfactory. A good range of support and guidance services are well used by students. Support for students’ language, literacy and numeracy needs is satisfactory. Needs are diagnosed and, in some classes, Skills for Life tutors work alongside subject tutors to provide support; in others, the tutor takes responsibility for this aspect of students’ development. The effectiveness of this approach varies between courses. There is a clear policy but the monitoring of its impact is underdeveloped.

31. Students with very specific learning, physical and/or emotional needs are particularly well supported. Support is less effective for students without disability or significant literacy or numeracy needs. Outcomes of initial assessments and relevant information provided by students are not used to establish the extent to which students need additional guidance or support to help them be successful. Although individual learning plans contain a section for learner self-evaluation, this is not always completed, is overly simplistic and does not evaluate any barriers that may affect a student’s ability to complete the programme successfully. The plans are not used effectively.

Leadership and management Grade 4

32. Leadership and management are inadequate. The college mission is to provide high quality education to meet the needs of the community of south Leeds and this is communicated effectively in the strategic plan. Most of the senior management team are new to the college and they provide open Inspection Report: Joseph Priestley College, 4 December 2009 11 of 21

consultative leadership. Staff morale is high and they are optimistic about the future. A good range of partnerships with community groups, schools and specialist support organisations has been developed including an effective contribution to the development of programmes for students aged 14 to 19.

33. Managers set appropriate targets at whole college level for recruitment and student performance but often these targets are not met. In some cases targets are not differentiated so that they are meaningful or realistic at course level. The links between strategic and subject area development plans lack clarity and many plans lack specific measurable targets. Managers do not record the progress made against action plans rigorously enough. The strategic plan provides a broadly accurate statement of the current position of the college and an outline of ambitions for the future but lacks sufficient detail of how it will be implemented and held to account. Operational plans have a clearer structure that, in theory, should allow managers to monitor progress against targets; however, monitoring is not always rigorous. The college often reacts to underperformance by closing unsuccessful courses and does too little to ensure that new programmes of study are appropriately matched to the needs and interests of students.

34. The system used to track attendance and retention rates has improved recently but has not yet resulted in consistent or sustained improvements to outcomes across all areas. The college does little to analyse why students leave programmes and has a limited overview of progression between levels or of learner destinations. The college’s approach to reporting student achievement data for 2007/08 to the LSC was, in some instances, not fully compatible with LSC guidance. Managers should, as a matter of urgency, ensure that data for subsequent years are fully compliant.

35. Governance is satisfactory. Governors strongly support the mission and ethos of the college and are very keen to preserve its local focus. They make an important contribution to the strategic direction of the college and use their skills and expertise effectively to support the senior team. On some occasions, however, they are not able to provide an appropriate challenge to college managers on issues related to the measurement of educational success and the quality of teaching. They have a better overview of financial management. Although the usual structures and committees are in place, in several instances recently meetings have been inquorate. Governors ensure that statutory duties are met and have procedures to hold the principal and senior management team to account.

36. The arrangements to safeguard students are satisfactory. Appropriate checks are made on staff, although there are some minor administrative errors in the single central record of CRB checks. There is a clear and effective policy for the protection of children under the age of 18 and vulnerable adults, which is reviewed annually. The principal is a member of the local Safeguarding Children Board. Staff receive appropriate training on safeguarding issues and there are five designated members of staff who hold joint responsibility for safeguarding issues. Policies on bullying and discrimination are implemented Inspection Report: Joseph Priestley College, 4 December 2009 12 of 21

effectively and students report that they feel very safe. The tutorial system provides students with appropriate advice and guidance on a range of safeguarding issues. The college satisfactorily promotes good health and safety practice.

37. The promotion of equality and diversity is satisfactory. The college is a harmonious and friendly environment where staff, students and employers are treated with respect. The college has a long and successful tradition of recruiting students with learning difficulties and/or disabilities and they make good progress. The proportion of students from minority ethnic backgrounds broadly matches that of the local community. The college has taken positive action, often in conjunction with partners, to recruit students at risk of being disengaged in education, employment and training. The marketing team uses a wide range of positive images to promote recruitment. The college has not carried out sufficiently rigorous assessments of the impact of its equality policies. For example, the promotion of equality and diversity in lesson planning has been prioritised, yet the way this is monitored in the lesson observation process is ineffective. A broad range of development activities aimed at raising the awareness of staff and students of issues of cultural diversity is in place. There is no significant trend of underachievement by different groups when compared with the majority of college students, although the pattern of underachievement for some students against national averages is replicated. The information used to measure any achievement gaps between students has been interpreted in a number of ways and targets are unclear. Satisfactory training is in place to ensure that leaders, governors, staff and students understand their roles and responsibilities in relation to equality and diversity. Students are well protected from harassment and complaints are rare. The college has recently put a single equality scheme in place. The tutorial curriculum contains activities aimed at reinforcing students’ knowledge of other cultures.

38. The use of students’ views to promote improvement is satisfactory. Although the college has a learner involvement strategy, there are some significant gaps in the way feedback is collected and analysed. For example, until recently there has been little information collected on how safe students feel. Action is sometimes taken to rectify students’ concerns but they are then not always informed of the outcomes or reasons for inaction. The college does not ensure that the views of students and employers are always used in decision-making processes. Student governors are in place and make a valuable contribution to meetings. Staff have good and productive relationships with some individual employers. However, the processes to gather a wider range of views have resulted in only a limited response.

39. The college’s quality improvement arrangements are inadequate. They do not result in consistent or sustained improvement to the quality of provision. The self-assessment process has improved; however, some judgments are based on a limited range of evidence. The process has led to a reduction in the number of inadequate lessons but the quality of teaching and learning has remained satisfactory for the last three years. Action plans intended to rectify Inspection Report: Joseph Priestley College, 4 December 2009 13 of 21

areas for improvement are produced at programme, departmental and whole college levels but they are not monitored sufficiently rigorously. Of the nine areas graded in the current self-assessment report, one has improved since last year, three have declined and five remain the same. One subject area has been self-assessed by the college as inadequate, eight as satisfactory and two as good. There has been a little improvement to the overall quality of provision since the last inspection but much of this has occurred recently and the college self-assessment still reflects a satisfactory position.

40. The progress and attainment of significant groups of students are low and therefore this represents inadequate value for money. The college has recognised that it should improve the attendance of students and, although there have been signs of improvement recently, it still varies across programmes and is often an early sign that students are about to drop out. Satisfactory resources are in place to enable different groups of students to participate. Accommodation is satisfactory although some areas are in need of improvement and students complain of the limited canteen and common room facilities and slow computer network speeds. The college is committed to sustainability through re-cycling, and minimising the use of energy. Financial management is satisfactory. Inspection Report: Joseph Priestley College, 4 December 2009 14 of 21

Subject areas

Health, public services and care Grade 3

Context 41. Currently 52 students, most aged 16 to 18, and 329 Train to Gain students are on National Vocational Qualification (NVQ) programmes in health and social care from levels 1 to 3. There are 33 students on childcare programmes at NVQ levels 2 and 3. On uniformed public services programmes, 80 students are on NVQ level 2 and 3 programmes and 15 school pupils are following level 1 and 2 programmes. Fifty-five adults are following access programmes, 63 are following children’s care, learning and development programmes at NVQ levels 2 and 3, and 244 adult students are following counselling programmes at levels 2, 3 and 4.

Key findings  Timely success rates are high on Train to Gain programmes. Timely and overall success rates are significantly above the national average.  Success rates on the NVQ health and social care at level 2 and the national diploma in uniformed public services are high and improving.  Success rates on the majority of full-time provision fall below the national average and are particularly poor on level 2 health and social care. Too many students leave their programmes without achieving the qualification.  The development of vocational skills on all programmes is good. Students demonstrate respect for others, are learning to reflect on their practice and develop good teamwork skills.  Progression to further study and employment is good with 93% of students who complete their courses progressing to one or other of these. A wide range of visits and speakers broadens the experience of students; for example, those on uniformed public service programmes participate in the regional skills challenge and residential.  Students develop a good understanding of their rights and responsibilities and of equality and diversity. Work experience in settings within deprived areas and those with a high population drawn from minority ethnic communities is instrumental in raising student awareness.  The quality of teaching and learning is satisfactory. Sessions are well planned to provide a range of vocationally relevant learner-centred activities. In better sessions the pace maintains student interest and engages them well. Less effective sessions are predominantly teacher-led with open questions to the group that elicit recall rather than promote deeper learning.  There is an increasing use of technology to promote learning. For example, where electronic whiteboards are available, teachers use information and learning technology (ILT) to enhance learning by using video clips to Inspection Report: Joseph Priestley College, 4 December 2009 15 of 21

consolidate and extend learning effectively. However, not all areas are equipped to take advantage of this approach. The VLE for this area is underdeveloped.  Personal support for students is good. However, target setting to ensure that individuals work to maximise their potential on the course is underdeveloped. Students are clearly aware of the range of internal and partnership support networks available to maintain safety.  Equality, diversity and safeguarding are given high priority. Resources reflect diversity and teachers work to recruit males to health and social care and females to uniformed public services, with some success. Twenty-five per cent of total enrolments are male. Work experience provides students with a valuable insight into the needs of people from minority ethnic groups.  Target setting is insufficiently rigorous to monitor and plan for improvement at course and curriculum level. Course teams do not routinely use data to monitor the provision. More recently, curriculum managers have been checking progress on a regular basis.  The self-assessment reports for the subject area are broadly accurate and correctly identify areas for improvement. However, the development plans do not set specific and measurable targets for improvement. Curriculum reviews are held twice a year to identify key areas of success and areas for improvement. However, teachers do not use data routinely to inform their discussions and plans for improvement.

What does Joseph Priestley College need to do to improve further?  Improve retention rates on all programmes through further development of a strategy to identify those students potentially at risk of withdrawing or failing to achieve their potential.  Use data more effectively to monitor programmes across the subject area. Set targets owned by all staff to bring about improvement in success rates and the quality of provision.  Further develop the creative use of ILT to support and enhance learning.  Use students’ entry data to set and monitor achievement towards realistic but challenging individual learner targets. Review and monitor these targets regularly to ensure that individuals achieve their potential. Inspection Report: Joseph Priestley College, 4 December 2009 16 of 21

Hairdressing and beauty therapy Grade 3

Context 42. Currently, 506 students are enrolled on hairdressing, beauty and holistic therapies at NVQ levels 1 to 3. Of these, most are on beauty and holistic therapy courses, female, part-time and over 19 years of age. Students are mainly based at two of the three campuses. Three per cent are from minority ethnic backgrounds and 12 students have additional learning needs. In addition, there are 81 pupils from four local schools on NVQ 1 courses in hairdressing and beauty therapy.

Key findings  Students’ acquisition of practical skills is good and, in many cases, exceeds the requirements of their learning goals for the first term of their course. Adherence to hygiene, health and safety and client care are good. Students are increasing their employability through enrichment opportunities.  Teachers promote good health and safety practice at the beginning of practical lessons and students’ understanding is assessed against a health and safety unit. Students feel safe in and around the college. Teachers create a safe and supportive environment in lessons that encourages students to participate and build confidence.  Success rates for NVQ levels 1 to 3 have remained below national averages for the last three years. In most cases, this is due to poor retention. Success rates on NVQ level 2 beauty therapy and the newly introduced one year NVQ level 2 in hairdressing are at the national average. The success rate on reflexology at level 3 is high.  The college’s close links with local schools have supported a successful programme for students aged 14 to 16. A high proportion of these students expect to progress to the college on a full-time hairdressing or beauty therapy course.  Teaching and learning are satisfactory. Better lessons use a variety of strategies to meet individual learning needs. Students enjoy their lessons and make good progress. Links are made between theory and its application in the workplace.  Good use is made of ILT to reinforce learning and students have access to on- line materials. Less effective lessons fail to engage students in activities that develop their understanding. The pace and challenge in NVQ level 3 theory lessons are insufficient.  Guidance and support are satisfactory. The information available through leaflets, the internet and at interview is sufficient to give an overview of the programme and help students make an informed decision. Individual support in lessons is good and helps individuals to achieve. Inspection Report: Joseph Priestley College, 4 December 2009 17 of 21

 Assessment and internal verification are broadly satisfactory. Improvements have been made to assessment processes to increase frequency of assessments and carry out more timely checks through verification.  Individual learning plans (ILPs) are not used well to set long or medium targets. Outcomes from reviews are not always recorded in ILPs.  Staff commitment to improvement is beginning to have a positive effect on departmental management. The self-assessment report identifies many of the strengths and areas for improvement identified during inspection. After a period of instability due to several changes of manager, quality systems are now being developed and used more effectively.  Teachers are more involved in reviewing and evaluating courses and the effectiveness of the curriculum than in previous years. A number of processes are now in place to bring about improvements and tackle poor retention rates. However, these processes are not fully established and have not yet made any significant impact.  Students state that they feel safe both in and around the college. The tutorial process effectively promotes their understanding of anti-bullying and respect. Reference is made to safeguarding, equality and diversity in course files and lesson plans. Teachers demonstrate a good level of understanding of these issues and can relate them to the curriculum area.

What does Joseph Priestley College need to do to improve further?  Develop strategies to improve retention rates. Set specific targets for teachers on all courses to improve success rates, especially at NVQ level 3.  Further develop assessment and verification procedures; encourage assessors and reviewers to set challenging and precise targets that engage students sufficiently in taking ownership of action planning to improve their timely or early success.  Share good practice of individualised and active learning strategies by teachers of better lessons with those teachers with less effective lessons and increase pace and challenge in theory lessons for NVQ level 3 students.  Further develop quality assurance systems by engaging teachers in the process. Use outcomes from lesson observations to provide evidence for the quality of teaching and learning. Analyse data more carefully before forming judgements on success. Inspection Report: Joseph Priestley College, 4 December 2009 18 of 21

Preparation for work Grade 2

Context 43. The provision for adults with learning difficulties and/or disabilities has 108 students. Eighty are on 2-year full-time accredited courses, including 7 on work- related provision. Twenty-eight are on internally moderated modular courses. There are short courses for the Leeds specialist inclusive learning centres.

Key findings  Students develop good personal, social and communication skills. They also gain practical skills for everyday living and work. On internally accredited provision, Recognising and Recording Progress and Achievement (RARPA) is used well to record and verify progress towards appropriate individual learning goals. On accredited courses for personal progression and practical work skills, retention rates are very high. Students enjoy their work and participate fully in class.  Learner progression is satisfactory, with students moving within the provision or into appropriate placements within the community. There is limited opportunity to progress to level 1 courses within the college. Some students successfully undertake work placements within a range of organisations.  Good practice in heath and safety is apparent within classes. Students are reminded regularly of hazards and safety issues. Risk assessments are undertaken for visits and placements. Students report that they feel safe within the college and know what to do if they have concerns.  Thorough initial assessment is used effectively to determine appropriate individual learning goals and focused teaching and learning strategies. These strategies provide a basis for individual learning which successfully addresses the personal, social, communication and, where appropriate, vocational needs of students.  Teaching and learning are good. Teachers provide good support for students with significant communication difficulties. Good use is made of local facilities to promote integration and social competence. Students of differing ability progress at an appropriate pace. In a few lessons, however, there was insufficient differentiation resulting in a lack of challenge for some and slow progress for others.  Tutors maintain careful and accurate records of achievement covering subject- specific skills and progress towards targets. In the best lessons, the review of progress was an honest appraisal of achievements which fully involved the students. Few sessions contextualised the targets or used everyday language to make them more accessible, hindering the ability of students to evaluate their own progress.  Recent changes in the curriculum have extended the portfolio of courses offered to a wider range of students. These now provide a range of linked and Inspection Report: Joseph Priestley College, 4 December 2009 19 of 21

progressive steps towards level 1 provision. Access and progression to level 1 vocational courses are insufficient.  Support for students is good. Support is available for personal, communication, social and learning activity. Support staff work effectively with tutors in, for example, managing challenging behaviour. Personal care and mobility needs are well addressed. The appointment of a specialist care team has enabled students to study without undue disruption to their learning programmes.  Foundation studies are well managed. The curriculum has been broadened to offer more opportunities for accreditation, progression and the development of employability skills. The curriculum team feel supported and the joint planning between tutors and learning support assistants is helping the development of a curriculum that is accessible and provides opportunities for progression.  Most teachers are qualified and experienced. Well-targeted staff development, including specialist training, is provided. Resources are good overall. Facilities and resources for the disabled are satisfactory. Accommodation is satisfactory, though some centres use rooms that are not suitable and lack resources to facilitate effective learning.  External partnerships with employers and other stakeholders are satisfactory and continue to be developed. A small proportion of students undertake work placements with local employers. The college has also developed links with the Leeds specialist inclusive learning centres.  Inspectors are in broad agreement with many of the issues identified in the self- assessment report. The action plan sets clear targets for improvement. There are two curriculum reviews a year for each programme where key performance indicators are monitored and reported on. These are, however, overly descriptive and lack robust critical analysis. There is no systematic analysis of learner or employer views through the course team review process.

What does Joseph Priestley College need to do to improve further?  Collect, analyse and disseminate learner and employer views more systematically, through the formal curriculum review process, in order to know and react effectively to user and stakeholder perception and experience.  Develop more effective ways to contextualise learning targets using everyday language so that students understand and can evaluate their own performance.  Increase the proportion of students developing employability skills by expanding the number of work placements with local employers and increasing access to level 1 vocational courses within the college.  Provide clearer criteria and performance indicators by which to evaluate courses by setting clear deadline dates, identifying those responsible for the achievement of the action and setting milestones and final outcomes that can be measured. Inspection Report: Joseph Priestley College, 4 December 2009 20 of 21

Information about the inspection

44. Three of Her Majesty’s Inspectors (HMI) and 5 additional inspectors, assisted by the college’s director of curriculum and quality as nominee, carried out the inspection. Inspectors also took account of the college’s most recent self- assessment report and development plans, comments from the local LSC or other funding bodies, the previous inspection report, reports from the inspectorate’s quality monitoring inspection, and data on students and their achievement over the period since the previous inspection.

45. Inspectors used group and individual interviews, telephone calls and emails. They looked at questionnaires recently completed for the college by students and employers. They also observed learning sessions, assessments and progress reviews. Inspectors collected evidence from programmes in each of the subject areas the college offers. Inspection Report: Joseph Priestley College, 4 December 2009 21 of 21

Record of Main Findings (RMF) Joseph Priestley College Learning types: 14 – 16: Young apprenticeships; Diplomas; 16-18 Learner responsive: FE full- and part-time courses, Foundation learning tier, including Entry to Employment; 19+ responsive: FE full- and part-time courses; Employer responsive: Train to Gain, apprenticeships e e e

r v v v i i i

e r Grades using the 4 point scale r s s s l y

l e e n n n o a 8 1: Outstanding; 2: Good; 6 n n l o o o r r r 1 1 p p p p e - - + a a s s 3: Satisfactory; 4: Inadequate s v 9 6 4 m e e e e e r r L 1 L E r 1 1 O Approximate number of enrolled students Full-time students 927 204 508 215 Part-time students 2,877 140 2,408 329

Overall effectiveness 4 3 4 4 3

Capacity to improve 4

Outcomes for students 4 2 4 4 2 How well do students achieve and enjoy their learning? 4 How well do students attain their learning goals? 4 How well do students progress? 3 How well do students improve their economic and social well-being through 4 learning and development? How safe do students feel? 2 Are students able to make informed choices about their own health and 3 well being?* How well do students make a positive contribution to the community?* 3 Quality of provision 3 3 3 3 3 How effectively do teaching, training and assessment support learning and 3 development? How effectively does the provision meet the needs and interests of users? 3 How well partnerships with schools, employers, community groups and 2 others lead to benefits for students? How effective are the care, guidance and support students receive in 3 helping them to achieve? Leadership and management 4 3 4 4 3 How effectively do leaders and managers raise expectations and promote 4 ambition throughout the organisation? How effectively do governors and supervisory bodies provide leadership, 3 direction and challenge?* How effectively does the provider promote the safeguarding of students? 3 How effectively does the provider actively promote equality and diversity, 3 tackle discrimination and narrow the achievement gap? How effectively does the provider engage with users to support and 3 promote improvement? How effectively does self-assessment improve the quality of the provision 4 and outcomes for students? How efficiently and effectively does the provider use its available resources 4 to secure value for money? *where applicable to the type of provision The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for students of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection.

If you would like a copy of this report in a different format, such as large print or Braille, please telephone 08456 404040, or email [email protected].

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

Royal Exchange Buildings St Ann’s Square Manchester, M2 7LA

T: 08456 404040 Textphone: 0161 618 8524 E: [email protected] W: www.ofsted.gov.uk

© Crown copyright 2009