Walsall College of Arts and Technology REPORT FROM THE INSPECTORATE 2000-01 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 2001 You may photocopy this report and use extracts in promotional or other material provided quotes are accurate, and the findings are not misrepresented. Contents Paragraph Summary Context The college and its mission 1 The inspection 7 Curriculum areas Engineering and electronics 10 Business studies and management 15 Hairdressing 20 Health and care 25 Art and design 30 English, history, psychology and sociology 35 Basic skills 40 Cross-college provision Support for students 46 General resources 53 Quality assurance 60 Governance 67 Management 78 Conclusions 86 College statistics Walsall College of Arts and Technology 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 1996, would appear in the strengths clearly outweigh the weaknesses results for 1997-98 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 1999-2000, 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. 12345 %%%%% Curriculum areas 6 44 44 7 0 Cross-college provision 9 45 38 8 0 Source: Quality and Standards in Further Education in England 1999-2000: Chief inspector’s annual report Sample size: 112 college inspections Note: percentages subject to rounding Summary Walsall College of Arts and curriculum areas have a broad range of provision and good links with the community. Technology Punctuality and attendance are problems in a number of areas. Provision in hairdressing is West Midlands Region outstanding; it is less than satisfactory in humanities. There is effective liaison with Inspected October 2000 schools and prospective students receive good Walsall College of Arts and Technology is a pre-course guidance. Support in lessons for general further education college, which offers students with learning difficulties and/or courses in all FEFC programme areas. The disabilities is excellent and there is a good range college was jointly inspected by teams of of support services for all students. Learning inspectors from the FEFC and the TSC. Work in resources, including IT resources, are good. six of the FEFC’s programme areas was The college has secure, well-furnished inspected together with aspects of cross-college accommodation and maintenance is well provision. The self-assessment report was the managed. The framework for quality assurance fifth annual report produced by the college. is comprehensive. Staff appraisal and staff Inspectors agreed with many of the strengths development are effective. Corporation and and weaknesses in the report, but considered committee business is conducted effectively and that some of the strengths were no more than there is high-quality clerking. The college’s normal practice. Inspectors agreed with four financial performance is well monitored. curriculum area grades, and awarded a lower Strategic planning is sound. Collaboration with grade to three areas. In most cases, insufficient external providers is productive and equality of weight was given to weaknesses in teaching and opportunity is promoted effectively. learning and students’ achievements. Inspectors Management, including financial management, agreed with three of the cross-college grades, is good. The college should address: students’ awarding lower grades for the other two. Some attendance and punctuality; the quality of weaknesses were understated; others were not teaching in some areas; student retention and identified. achievement rates on some courses; the quality of tutorials; literacy and numeracy support; the The proportion of lessons judged good or development of key skills; sports facilities and outstanding is similar to that for the whole of recreational areas for students; the quality of the sector, but slightly more lessons were less course reviews; the monitoring of quality than satisfactory. During the period 1997 to assurance procedures; and governors’ 1999, overall retention rates have been steady identification of the actions required to improve and achievement rates have improved. On students’ performance. many courses, retention and achievement rates are at, or above, the national average; on some, The grades awarded as a result of the inspection however, they are low or declining. Most are given below. Curriculum area Grade Cross-college provision Grade Engineering and electronics 3 Support for students 3 Business studies and management 3 General resources 2 Hairdressing 1 Quality assurance 3 Health and care 2 Governance 2 Art and design 2 Management 2 English, history, psychology and sociology 4 Basic skills 2 Walsall College of Arts and Technology 1 Context The College and its Mission 3 There is one other further education college within a 5 mile radius of Walsall College 1 Walsall College of Arts and Technology is a of Arts and Technology and two external general further education college serving the institutions offering adult education provision. Metropolitan Borough of Walsall and the There are 20 schools in the borough with surrounding area. It was formed in 1992 post-16 provision. The college is the largest following the merger between the college of provider of full-time education for 16 to 18 year technology and the college of art. It operates olds. In 1999, the staying-on rate in Walsall from four main sites close to the centre of the schools was low, at 46.5%. The college has town. Provision is also offered in 24 community played an active part in supporting single venues. In 1997, the European Design Centre regeneration budget consultation and delivery, was opened. It houses computerised learning and the development of the ‘health action zone’. facilities, graphic and product design studios It is a founder member of the Black Country and a learndirect centre. The college offers Partnership For Learning. provision in all Further Education Funding 4 In 1999-2000, the college enrolled 10,214 Council (FEFC) programme areas. There is a students, 3,022 of whom were full time; 20% of broad range of vocational courses and students were aged 19 to 24 and 52% were over programmes extend from foundation level to the age of 25; 20% were from minority ethnic higher education. Special entry programmes groups. In 1999-2000, 718 students were are available for disaffected young people. Adult provided with additional support. Those with ‘taster’ courses, access courses, higher national self-certified disabilities accounted for 7% of all certificate and higher national diploma courses students. The college employs 532 full-time are available in a range of subjects. The equivalent staff of whom 338 are teachers and college’s sixth form centre