University of Lincoln CONTENTS Basic information about the institution Part A: Summary Information about the institution How effective is the institution? Quality of provision in curriculum and occupational areas How well is the institution led and managed? To what extent is the institution educationally and socially inclusive? How well are students and trainees guided and supported? Students' views of the institution Other information Part B: The institution as a whole Summary of grades awarded to teaching and learning by inspectors Achievement and standards Quality of education and training Leadership and management Part C: Curriculum and occupational areas Land-based Animal management including equine studies Food manufacture Visual arts Literacy and numeracy Part D: Institution data Table 1: Enrolments by level of study and age 2003/04 Table 2: Enrolments by curriculum area and age 2003/04 Table 3: Quality of teaching observed during the inspection by level Basic information about the institution Name of institution: University of Lincoln Type of institution: Further education in higher education Principal: Professor David Chiddick Address of institution: Brayford Pool Lincoln LN6 7TS Telephone number: 01522 886100 Fax number: 01522 886146 Chair of governors: Kelvin Bray CBE Unique reference number: 133836 Name of reporting inspector: Gill Reay HMI Dates of inspection: 19-23 January 2004 Part A: Summary Information about the institution The independent provision for art and agriculture has existed in Lincolnshire in some form from 1863 and 1945 respectively. In 1994, these two independent institutions joined the Leicestershire-based De Montfort University as schools of art and agriculture. In 2001, both schools were transferred into administration centre from Hull to Lincoln and changed its name from the University of Lincolnshire and Humberside. The department of further education (FE) in the University of Lincoln consists of three curriculum areas: land-based, visual arts and food manufacture. For historic reasons, these three curriculum areas are distributed between three locations in Lincolnshire and, alongside the four general FE colleges in the county, they are the sole providers of these specialist curriculum areas. Food manufacture courses are based in temporary accommodation at the Holbeach campus at Spalding, land-based courses are based at Riseholme Park and visual and performing arts are based at the Cathedral campus. Riseholme Park has residential accommodation for 200 students in single study bedrooms. The campus is situated three miles north of Lincoln City and is connected to the main Brayford campus by a regular university bus service. Cathedral campus is situated in the historic area of the City of Lincoln. There are extensive studio, library, exhibition and lecture facilities at that campus. Holbeach campus at Spalding is a day study centre 45 miles south of Lincoln for the food manufacturing provision whilst the Holbeach campus is being redeveloped. Food manufacturing at the Holbeach campus has recently been awarded Centre of Vocational Excellence (CoVE) status. In 2002/03, the department enrolled 2,383 students on FE courses funded by the Learning and Skills Council (LSC). There were 378 students between the ages of 16 to 18, 66 of whom are in residential accommodation at the Riseholme Park campus. In addition, there were 95 work-based learning students. These students were supported in their studies by 39 full-time academic staff and 28 shared technical support staff: technicians or practical instructors. The department of FE supports the university's mission `to be recognised as a university of quality and distinction', to provide relevant, quality, accessible education, training and retraining for all age groups. How effective is the institution? The university provides satisfactory teaching and opportunities for learning for most of its students. It has developed good partnership arrangements in food manufacture that are widening participation and promoting inclusion. Provision for adult students is good. Key skills pass rates are very good for students in food manufacture. Provision for work-based learning is good in food manufacture and is satisfactory overall. Literacy, numeracy, land-based and visual arts provision are satisfactory but animal care and equine studies are unsatisfactory. The unsatisfactory provision is mainly that for full- time students aged 16 to 18. There is insufficient provision at levels 1 and 2 for students aged 16 to 18. Retention and pass rates for students aged 16 to 18 at level 3 are inconsistent; many are below national averages. Guidance and induction procedures are effective, and personal and pastoral support for students is good. Key strengths o wide range of student support services o good personal and academic support for students o strong partnerships with employers in food manufacture o students' achievements in food manufacture o access to higher education (HE) resources for FE students. What should be improved o analysis and use of data o quality of teaching and learning o promotion of equal opportunities and diversity o range of courses below level 3 o retention and pass rates of students aged 16 to 18. Further aspects of provision requiring improvement are identified in the sections on individual subjects and courses in the full report. Quality of provision in curriculum and occupational areas The table below shows overall judgements about provision in subjects and courses that were inspected. Judgements are based primarily on the quality of teaching, training and learning and how well students achieve. Not all subjects and courses were inspected. Inspectors make overall judgements on curriculum areas and on the effectiveness of leadership and management in the range: Outstanding (grade 1), Good (2), Satisfactory (3), Unsatisfactory (4), Very Poor (5). Area Overall judgements about provision, and comment Land-based Satisfactory. Work-based learning contributory grade: satisfactory. There are high pass rates on full-time horticultural courses but low retention and pass rates on countryside management courses. Slow progress is made towards the achievement of modern apprenticeships but the standard of portfolio work is good. Students on full-time and work-based courses are well supported and there is good progression to continuing education and employment. The monitoring and evaluation of course provision lack rigour. Animal management Unsatisfactory. Much teaching fails to challenge students and there including equine studies are poor arrangements for the development and assessment of key skills. Retention rates are satisfactory overall, and good on the first diploma in animal care but pass rates were low in 2002/03. There are good tutorial arrangements and personal support for students is good. Quality assurance procedures are ineffective. Food manufacture Good. Teaching and learning are good leading to high pass rates, notably in key skills. There is good support for learners in the workplace and in the university but there is slow progress towards some awards. Strong partnerships with employers promote a wide range of provision for food manufacturing companies and participation by non-traditional learners. The provision is organised well but self- assessment is insufficiently thorough. Visual arts Satisfactory. There is good and imaginative teaching of product design and good pass rates on fashion and clothing national diploma and advanced subsidiary level (AS level) courses. However, much teaching is too directive or insufficiently challenging and there are poor retention rates on the advanced vocational certificate in education (AVCE) and national diplomas in graphic design and photography. There is unsatisfactory achievement on national diplomas in three-dimensional design, graphic design and photography. Most studios are well resourced but quality assurance arrangements are underdeveloped. Literacy and numeracy Satisfactory. Teaching and initial assessment are good. Individual learning plans have challenging targets and are highly effective in promoting learning. Additional support is not available to all identified students. Monitoring and recording of students' progress are cumbersome and there is poor strategic planning for literacy and numeracy. How well is the institution led and managed? Leadership and management are satisfactory. The department of FE has existed in its current form for only 18 months. The head of department and four co-ordinators are successfully bringing together staff from a disparate range of provision. Retention and pass rates for adults students are good, whilst those for students aged 16 to 18 are below national averages and declined between 2002 and 2003. Quality assurance processes are still evolving and are not having sufficient impact on improving retention and pass rates for students aged 16 to 18 or on the quality of teaching and learning. The self-assessment of FE provision is insufficiently rigorous. There is insufficient attention to the promotion of equal opportunities and diversity for students aged 16 to 18. The FE department provides satisfactory financial management and value for money. Governors are well informed about FE issues, and have an appropriate oversight of the strategic direction of the university. To what extent is the institution educationally and socially inclusive? The FE department's response to educational and social inclusion is unsatisfactory. Strategies to widen participation are