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2013 Jim Judges
The ILT Report
2013
A comprehensive collection of comments about the use of
Information Learning Technology (ILT), including
Virtual Learning Environments (VLEs), in Further Education
and
Sixth Form College Ofsted reports from inspections carried
out
between September 2012 and June 2013
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www.judgesconsulting.co.uk
Acknowledgements This independent report contains public sector
information licensed under the Open
Government Licence v1.0 and the author gratefully acknowledges
the source of comments
as Ofsted (www.ofsted.gov.uk).
Errors & Omissions
Whilst every effort has been made to ensure the accuracy of the
information supplied within
this publication, the author cannot be held responsible for any
errors or omissions. Any
errors, omissions or other comments can be sent to:
[email protected]
Copyright
All rights reserved (August 2013). This report must only be used
by individual organisations
where a license has been granted. It can be copied, shared,
reused and repurposed for use
within any licensed organisation. It must not be shared with any
other unlicensed
organisation or with any individual who is not an employee of a
licensed organisation.
Requests to do so must first be approved by the author. Please
see here for more
information: http://judgesconsulting.co.uk/ILTreport/
About The Author
Jim Judges is a learning technology consultant with experience
as a lecturer working in both
Further and Higher Education. He has worked as a Senior Lecturer
& Partnership Manager in
teacher training for Post-Compulsory Education, as an eLearning
Advisor and as a Lecturer
and Teaching & Learning Development Manager in a large FE
college.
In addition to his ongoing freelance activity supporting the use
of Moodle, he has recently
been appointed as a Senior Academic Technologist at the
University of Warwick.
More information and contact details are available here:
www.judgesconsulting.co.uk
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Introduction This report provides a compilation of comments
related to the use of Information Learning
Technology (ILT), including the use of Virtual Learning
Environments (VLEs), from over 100
Further Education (FE) and Sixth Form College Ofsted reports
from inspections carried out
during the academic year September 2012 to June 2013.
For each college the report attempts to capture the majority of
comments from the
inspection report including those from individual subject areas
related to the general use of
technology. The main comments related to ILT, Technology, VLEs
and Virtual
Learning Environments, Computers, Electronic Portfolios,
Interactive White Boards
and other comments related to the general use of technology to
support learning in and
beyond the classroom have been included.
In some instances additional information is provided to clarify
the context of each
statement. The inspection grades are included for reference and
the link to the original
report is also provided.
Comment
The use of technology to support teaching and learning continues
to be considered and
highlighted during Ofsted inspections. The updated Handbook for
the inspection of further
education and skills from September 2012 (Ofsted, 2013) clearly
identifies evidence related
to the use of technology that should be considered by those
involved in inspection, this is
described in more detail in Appendix B.
Amongst a range of comments two common themes emerge. The first
relates to the use of
technology to enhance learning and provide variety within
lessons. The second relates to the
use of technology, especially the Virtual Learning Environment
(VLE), to help support
students and to encourage and extend learning beyond the
classroom.
Key
OE: Overall effectiveness
PI: Previous Inspection
OfL: Outcomes for learners
QTLA: Quality of teaching, learning and assessment
ELM: Effectiveness of leadership & management
Dates
Any dates indicate the month in which the first day of
inspection took place.
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College Page
Amersham and Wycombe College 1
Aylesbury College 2
Barking & Dagenham College 3
Basingstoke College of Technology 4
Bexley College 5
Bicton College 6
Birkenhead Sixth Form College 7
Boston College 8
Brighton, Hove and Sussex Sixth Form College BHASVIC 9
Bromley College of Further and Higher Education 10
Brooksby Melton College 11
Cadbury Sixth Form College 12
Cambridge Regional College 13
Capel Manor College 14
Central Sussex College 15
Cheadle and Marple Sixth Form College 16
City College Coventry 17
City College Plymouth 18
City of Bath College 19
City of Bristol College 21
City of Stoke-on-Trent Sixth Form College 22
City of Westminster College 23
City of Wolverhampton College 24
Coulsdon Sixth Form College 25
Croydon College 26
Doncaster College 27
Dudley College of Technology 28
East Berkshire College 29
East Kent College 30
Epping Forest College 31
Fareham College 32
Franklin College 33
Gateway Sixth Form College 34
Gloucestershire College 35
Greenwich Community College 36
Halesowen College 37
Harrow College 38
Hartlepool College of Further Education 40
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Havant College 41
Havering Sixth Form College 42
Hertford Regional College 43
Huntingdonshire Regional College 45
John Leggott Sixth Form College 46
Joseph Chamberlain Sixth Form College 47
Kingston College 48
Kingston Maurward College 50
Kirklees College 51
Knowsley Community College 53
Lambeth College 54
Lancaster and Morecambe College 55
Leeds College of Building 56
Leyton Sixth Form College 57
Longley Park Sixth Form College 58
Loughborough College 59
Lowestoft College 61
Macclesfield College 62
Myerscough College 63
New College Nottingham 65
New College Telford 66
Newham College of Further Education 67
North East Worcestershire College 69
North Nottinghamshire College 70
Northampton College 71
Northumberland College 72
Norton Radstock College 73
Norwich City College of Further and Higher Education 74
Oldham Sixth Form College 75
Plymouth College of Art 76
Portsmouth College 77
Redcar and Cleveland College 78
Regent College 79
Richmond-upon-Thames College 80
Rochdale Sixth Form College 81
Rotherham College of Arts and Technology 82
SEEVIC College 83
Sir George Monoux College 84
Shipley College 85
South Leicestershire College 86
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South Nottingham College 87
South Staffordshire College 88
South Tyneside College 89
Southport College 91
St Brendans Sixth Form College 92
Sir John Rigby RC Sixth Form College 93
St Vincent College 94
Stafford College 95
Stockton Sixth Form 96
Stockton Riverside College 97
Stourbridge College 99
Sussex Coast College Hastings 100
Sussex Downs College 102
Swindon College 103
The City of Liverpool College 104
The College of West Anglia 106
The Brook House Sixth Form College 107
The Sixth Form College Colchester 108
The Sheffield College 110
Thomas Rotherham College 112
Totton College 113
Varndean College 114
Walford and North Shropshire College 115
Walsall College 116
Waltham Forest College 117
Weymouth College 119
Worcester Sixth Form College 120
Worthing College 121
Appendix A: Links & Further Reading 123
Appendix B: ILT comments in the Handbook for the inspection of
FE 124
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Amersham and Wycombe College (General FE College) Jun 2013;
OE(3); PI(3); OfL(3); QTLA(3); ELM(3)
Lead Inspector: Alex Falconer HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130608
The quality of teaching, learning and assessment (Requires
Improvement) Most teachers use questions well to check and review
learning, or to provide
reassurance and feedback for students. They do not, however,
always use questioning to challenge students thinking or to extend
it. Most teachers make good use of resources to support learning.
In a good sports lesson a teacher made skilled use of video
material, directed questions and the electronic whiteboard to
record students comments and reinforce their learning.
Independent living and leisure skills (Requires Improvement)
Most teachers use information technology effectively to capture
students interest,
through quizzes, competitions and collaborative group work. In
other lessons, although good electronic resources are available,
the teachers do not use them imaginatively enough. Too frequently
they use technology to display learning objectives, instructions
and worksheets. Staff and students make very little use of the
virtual learning environment (VLE) resources in lessons or to
encourage independent learning.
Foundation Mathematics (Inadequate) Students recognise the
importance of having good mathematical skills and
qualifications
to progress onto higher level courses or obtain employment.
However, most do not find lessons sufficiently interesting and do
not always complete homework tasks or work independently using the
available materials on the college virtual learning environment
(VLE).
The majority of teachers do not give students sufficient
feedback to help them understand what they need to do improve. The
small numbers of students who make use of the distance learning
materials on the VLE find the feedback and subsequent individual
support helpful in preparing them for examinations.
Visual Arts (Good) Students and staff use electronic learning
technologies appropriately and effectively.
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Aylesbury College (General FE College) Jun 2013; OE(2); PI(3);
OfL(3); QTLA(2); ELM(2) Lead Inspector: Rieks Drijver
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130607
The quality of teaching, learning and assessment (Good) Most
teachers have become proficient at using technology such as
interactive
whiteboards to enliven their lessons. In several sessions
students were encouraged to use tablet computers or their own
mobile phones to record aspects of the lesson, or research the
internet to stimulate discussion and extend their knowledge.
Computers are used effectively to support independent learning.
Students in the majority of subjects use the colleges virtual
learning environment (VLE) well to continue learning outside the
classroom and improve their research skills. Teachers make
effective use of the VLE in the majority of lessons to enhance
learning, but not all subject areas provide a sufficiently wide
variety of on-line resources.
The effectiveness of leadership and management (Good) A
well-managed continuous professional development programme leads to
improved
performance, notably in teaching, learning and assessment.
Development activities range from effective individual coaching by
internal or external staff, through to interesting whole-college
training. The latter includes well-received sessions on teaching
strategies such as the use of technology in the classroom, and
putting the fun back into functional skills.
Accounting, finance and business management (Good) Students use
the extensive online business and accounting resources well to
work
independently. However, the use of technology in the classroom
to enliven lessons is underdeveloped.
Where necessary, good use is made of adaptive technology for
students with disabilities so that they can participate fully in
lessons.
Health and social care Early years and playwork (Good) Students
demonstrate a good ability to work on their own through
well-organised class
activities, homework and directed self-study, often using
materials located on the VLE.
Foundation Mathematics (Good) Independent learning is encouraged
by most teachers. Students benefit well from using
the colleges VLE with its good range of resources, including
practice examination papers and short video clips explaining
mathematics processes in clear and manageable stages.
Students make good use of, and like, the online resources which
enable them to see how well they have done and on which topics they
need to improve.
Sport (Requires Improvement) In the better lessons, teachers use
current sporting examples to make the learning
relevant. For example, a study of an Olympic athletes pre-race
preparation was used to reinforce students understanding of goal
setting in a sports psychology lesson. In another lesson, the use
of interactive technologies was highly effective in creating a
student-centred session exploring the impact of drugs in sport.
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Barking & Dagenham College (General FE College) April 2013;
OE(2); PI(2); OfL(2); QTLA(2); ELM(1) Lead Inspector: Peter Green
HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130424
Outcomes for Learners (Good) Attendance and retention of
students have improved and are good. This is the result of
several well-planned strategies that include a breakfast club,
home visits and appropriate use of modern information
technology.
The quality of teaching, learning and assessment (Good) In the
large majority of better lessons, teachers use a variety of
thought-provoking
methods to ensure that students are suitably challenged; they
make effective use of the excellent resources available, such as
specialist computer software to increase students interest and
enjoyment of lessons.
The effectiveness of leadership and management (Outstanding) The
arrangements to monitor the performance of teachers to improve
teaching, learning
and assessment are thorough, well established and very
effective; they have led to clear improvements such as in the use
of information and learning technologies and lesson planning.
Engineering & Motor Vehicle (Good) Students use of
technology to promote their learning is good. They improve
their
learning by thoughtful use of the colleges virtual learning
environment (VLE) and specialist computer software to complete
their tasks and assignments. When confronted by new or intricate
tasks, such as designing complex circuitry, students make good use
of helpful examples provided by their teachers on the VLE.
Foundation English & Mathematics (Good) These lessons are
well paced and lively. Similar lessons involve students working
against
a stopwatch to employ new vocabulary in sentences, using words
unfamiliar to them; they also reinforce this by good use of
information and learning technology to ensure they fully comprehend
the spelling and meaning of the words.
Independent Living & Leisure Skills (Good) Teachers monitor
students targets carefully using student diaries or electronic
individual
learning plans. As a result of their weekly tutorial and the
attentiveness of teachers, students can all name their targets and
describe what they need to do to improve.
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Basingstoke College of Technology (General FE College) May 2013;
OE(2); PI(3); OfL(2); QTLA(2); ELM(1) Lead Inspector: Anita
Pyrkotsch-Jones HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130688
What does the provider need to do to improve further? Increase
the proportion of outstanding teaching and learning by:
improving the use of interactive whiteboards and information and
learning technology (ILT) in lessons to involve learners more
effectively.
The quality of teaching, learning and assessment (Good) The
college is developing the use of technology and the virtual
learning environment to
extend learning well in some areas. Classrooms are equipped with
interactive whiteboards; but in many instances, teachers use this
only to present text information. Tutors use an electronic
individual learning plan to monitor learners progress, but this is
under utilised.
Engineering & Motor Vehicle (Good) Teachers use new
technologies, group work and peer assessment to make learning
informative and varied, and make effective use of information
and learning technology. The colleges virtual learning environment
helps learners to carry out independent research and consolidate
their understanding of work covered in class.
Resources to support learning meet the needs of learners and of
the qualifications they are studying. The college workshop and
laboratories are of a good standard. Classrooms and computer suites
are conducive to learning.
Hairdressing & Beauty Therapy (Good) The tracking of
learners progress and the use of target setting are good. Learners
and
teachers use an electronic system effectively, with learners
being instrumental in planning and reviewing their own targets.
Learners know what they need to do to progress.
In weaker lessons teachers provide insufficient challenge to
meet the needs of the most able learners. They use interactive
whiteboards to display text, but do not use them enough in an
imaginative way to support learning.
Health, Social Care & Childcare (Requires improvement)
Learning resources are satisfactory with improving use of ILT in
the classroom, including
the use of mobile phones to research for assignments and for
finding definitions. Learners use of the electronic individual
learning plan is satisfactory, but targets largely
relate to unit task completion, neglecting aspects such as work
placement, personal targets or functional skills.
Visual Arts & Media (Good) Teachers in media use technology
very effectively to check and extend learners
understanding and to stimulate debate on relevant current or
contentious topics. Learners enjoy the speedy outcomes provided by
this method, the diverse responses and the lively discussions that
ensue.
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Bexley College (General FE College) May 2013; OE(3); PI(3);
OfL(3); QTLA(3); ELM(3) Lead Inspector: Richard Moore HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130428
What does the provider need to do to improve further?
Tutors should focus more on students individual needs in lessons
and on extending the range of teaching methods used, including the
use of technology.
The quality of teaching, learning and assessment (Requires
improvement) Tutors use a very limited range of teaching strategies
and students become bored
quickly through not understanding what is expected of them.
These lessons lack a clear direction. The use of learning
resources, including interactive learning technologies, is often
rudimentary or missing altogether.
ESOL & Foundation English (Requires improvement) The use of
ILT in lessons is under developed. In the weaker classes, tutors
make poor
use of ILT as a basic teaching resource to display key
information to students. In a few lessons, the font size used by
tutors in presentations to display aims and objectives is too small
for learners at the back of the classroom to read.
Hairdressing & Beauty Therapy (Requires improvement) They
use small group work to good effect in order to develop students
research skills.
However, the use of information and learning technology (ILT)
and the internet by both students and tutors is insufficient to
enhance learning.
Health Social Care & Early Years (Good) Tutors use many of
the learning materials and resources at their disposal well to
enhance students understanding in lessons. Students enjoy the
way in which many tutors use videos and media clips effectively to
make their studies more relevant and meaningful. Tutors are
knowledgeable about their subjects and use their vocational
experience well to enhance the application of theoretical knowledge
to practical situations in the workplace. However, in some lessons,
tutors rely too much on the use of long PowerPoint
presentations.
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Bicton College (Specialist College) May 2013; OE(2); PI(3);
OfL(2); QTLA(2); ELM(2) Lead Inspector: Russell Jordan HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130651
What does the provider need to do to improve further? Develop
strategies to advance independent learning outside the classroom,
including
further extension of the virtual learning environment. Outcomes
for learners (Good) Learners frequently demonstrate strong
leadership and problem-solving skills. However,
a variation in quality exists between subject areas in the
resources available in the colleges virtual learning environment;
this contributes to a variation in the extent to which all learners
develop independent learning skills or make progress in their
learning to the same high level.
The quality of teaching, learning and assessment (Good)
Information and learning technology (ILT) resources are good;
however, they are not
used imaginatively to enhance or enrich learning. The virtual
learning environment (VLE), although much improved as a result of
significant investments in infrastructure and staff training, is
still at an early stage of development, and the potential to
provide flexible routes of attendance on courses or support
part-time and work-based learners has not yet been realised.
Tutors are supportive and know the learners well. Most tutors
and learners use the electronic individual learning plan
effectively. However, variations exist in the effectiveness of the
process, and the college does not adequately monitor the quality of
all these support activities in a timely way.
Animal care, equine studies and veterinary nursing (Good) A
minority of theory lessons lack sufficient challenge, do not
develop sufficiently
independent learning and have too few on-going checks on
learning. The use of the virtual learning environment to enhance
learning during or outside lessons is underdeveloped.
They know their targets and know how to use their electronic
individual learning plan to check their progress.
Horticulture and floristry (Good)
Learners develop independent learning skills by updating
specimens within the grounds with identification information, and
by using the well-resourced virtual learning environment.
Agriculture and agricultural engineering (Good) Appropriate
course work and on-site training contribute well to apprentices
progress.
However, the virtual learning environment is seldom used by
staff or apprentices. It acts largely as a repository for
documents, rather than providing exciting interactive learning
materials.
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Birkenhead Sixth Form College (Sixth Form College) Dec 2012;
OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Patrick
Geraghty HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130494
The quality of teaching, learning & assessment (Good) The
quality of resources to support learning is good and most teachers
prepare engaging
learning materials. Learners find the colleges computer-based
resources particularly useful in helping them to continue learning
outside the classroom, to track their own progress and negotiate
strategies to make up any hours of study deficit recorded on this
system. The college acknowledges the need for a greater use of the
interactive features of new technologies within the classroom.
Subject teachers and personal tutors fully support individual
learners through the use of college-wide review days, individual
tutorials and the pastoral notes entered onto the online progress
monitoring system.
All managers, teachers, learners and parents are able to access
the colleges online progress monitoring system to view learners
progress and performance reports and a significant proportion of
parents access progress reports in this way. Teachers set
aspirational achievement targets and learners are aware of their
progress towards these targets.
Science and mathematics (Good) There is good use of information
and learning technology (ILT). Teachers use interactive
whiteboards confidently to develop solutions using learners
input, to incorporate video demonstrations, and to time learners
activities. The virtual learning environment (VLE) contains very
good course-related material as well as some excellent
extra-curricular resources to engage learners. Learners regularly
use the system in their own time to improve their notes or
understanding.
Business, law & economics (Good) The use of ILT is well
developed on most courses and particularly well developed in
law.
In a few areas it remains underdeveloped, particularly in
providing extension materials and stimulus to challenge the
more-able students.
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Boston College (General FE College) Jan 2013; OE(3); PI(2);
OfL(3); QTLA(3); ELM(3) Lead Inspector: Paula Heaney HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130761
The quality of teaching, learning and assessment (Requires
improvement) Only a minority of teachers are confident and capable
in the use of information learning
technology (ILT) and use it well to present information, show
video clips and create interesting activities that engage learners.
However, too many simply use it to project information.
Hospitality & Catering (Good) Teachers use ILT well and
continue to develop its use to support learning more
effectively. A good example of this is where learners used their
mobile phones to link quickly to on-line video clips to develop
their bakery skills. The virtual learning environment is well
populated with learning resources which learners access
independently to help prepare for practical sessions.
Business (Requires improvement) The use of ILT is
underdeveloped. Many teachers have an over-reliance on
presenting
information and use interactive media infrequently. Staff and
learners do not benefit sufficiently from the virtual learning
environment.
Learning difficulties and disabilities (Good) Classroom lessons
are well structured, varied and stimulating and use practical
activities
that keep learners moving and focused. Learning materials are of
good quality. Teachers use ILT confidently and integrate literacy
and numeracy skills development well into lessons. They deploy very
effective strategies to help learners think, correct themselves and
recall previous learning.
Visual & Performing Arts (Good) In a minority of lessons the
use of ILT to enrich the learning experience is
underdeveloped.
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Brighton, Hove and Sussex Sixth Form College - BHASVIC (Sixth
Form College) Oct 2012; OE(1); PI(1); OfL(1); QTLA(1); ELM(1) Lead
Inspector: David Martin HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130669
The quality of teaching, learning & assessment (Outstanding)
Assessment of learners work is outstanding and learners value
feedback from teachers.
A college strategy makes clear the high expectations of
assessment and it is well implemented by subject areas, matched to
learners needs. Formative assessment in lessons is made interesting
to learners using a wide range of methods, including mini
whiteboards, red/amber/green cards and mobile technology.
Resources to support teaching and learning are very good.
Information and communication technology (ICT) is used well within
lessons to promote learning, often with excellently conceived
software packages. The good use of social networking sites fosters
and promotes subject discussions. A well-developed college virtual
learning environment (VLE) is used extensively and routinely to
ensure that learning continues outside the classroom, for example
through e-learning at home.
Progress is monitored effectively, both within lessons and
through twice-yearly subject reviews. Computer-based individual
learning plans, still developing, provide a single, accessible
repository for all information.
Sport, leisure and recreation (Good) Information learning
technologies (ILT) are used well to promote learning, both in
and
away from the classroom. Learners of sport and exercise science
are confident in the use of technology and work purposefully to
complete independent research work. On-line feedback for
assignments provides the opportunity to develop analytical and
evaluative skills, supporting the achievement of high grades.
Mathematics and statistics (Outstanding) Teachers use ICT very
effectively to promote learning. They upload assignments to the
VLE and learners find it valuable that they can use this
resource to plan ahead. The learners find that appropriate software
packages bring the subject to life, for example sketching polar
graphs.
Teachers plan meticulously and adopt a variety of often
innovative learning activities that ensure learners rapidly gain
appropriate mathematical skills. For example, mobile phone apps are
used for testing understanding and competitions in the form of
puzzles and quizzes, with rewards to further motivate learners.
While lessons are inclusive, planning does not focus sufficiently
on the promotion of issues surrounding equality and diversity.
Learners value very highly the support they receive from
teachers outside of lessons and the way that they are encouraged to
help each other with work. Social networking sites are used very
effectively to foster and promote discussions of problems and
teachers post solutions to questions online for groups of learners
who require assistance.
Science (Good) Learners cite the high levels of support from
teachers as a key strength of science
provision. They appreciate the availability of staff through
lunchtimes, when they are not teaching, and the help they receive
through staff postings on social media sites outside of college
hours. In preparation for examinations, teachers also provide
helpful revision sessions using interactive on-line tutorials.
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Bromley College of Further and Higher Education (General FE
College) Jan 2013; OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead
Inspector: Alan Hinchliffe HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130430
The quality of teaching, learning and assessment (Good) In
effective lessons teachers directed probing questions which checked
and furthered
learners understanding effectively. Learners often worked
collaboratively and productively in small groups or pairs. Teachers
exploited the potential of interactive whiteboards adeptly to
enliven and extend learning.
Computers and other information technology are widely available
and often used very effectively, for example when learners carry
out research using the internet during their lessons.
An increasing number of learners use the colleges virtual
learning environment for independent study. Engineering and motor
vehicle learners make regular and highly effective use of excellent
interactive resources. In other curriculum areas, learners value
being able to review materials from their lessons and complete
additional activities. However, not all subject areas yet offer
their students such ready access to good electronic resources.
Workplace learners benefit from sophisticated electronic
portfolios, which allow them and their assessors to monitor their
progress closely. A recently-introduced electronic tracking system
for college-based courses provides teachers and learners with
similar benefits. However, although learners progress is monitored
carefully, too often it is not clear to learners precisely what
they need to do to improve their progress, nor how to do it.
Health, social care & early years (Good) In work-based
learning, learners progress is monitored using a sophisticated
and
effective electronic system. This is valued by learners with
family and work commitments, who have access to high-quality
resources and online tutorial support from home.
Teachers are available out of lessons for college-based learners
and communicate with work-based learners by text, emails, web-based
technology and phone.
Science and mathematics (Requires improvement) Information and
learning technology are used to support learning very
effectively.
Learners on psychology and BTEC programmes use the internet
frequently to carry out research, both in class and at home. This
encourages independent learning. In other subjects, learners use
computer-generated quizzes to check learning and understanding. The
virtual learning environment provides a number of useful links and
resources, is popular with learners and is well used for all
subjects.
Business, administration & law (Requires improvement)
Learners in business use information and learning technology
satisfactorily. In more
successful lessons teachers enliven learning with recent
business-related online video clips, but in other lessons
opportunities to stimulate interest are missed. The use of
information and learning technology by learners to develop research
and presentation skills is inconsistent.
Learners are clear about assessment requirements and deadlines
and written feedback is given promptly, online in most
instances.
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Brooksby Melton College (Specialist College) Jan 2013; OE(2);
PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Paula Heaney HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130754
The quality of teaching, learning and assessment (Good) Teachers
use information and learning technology widely to support
learning.
Considerable investment has ensured that students have good
access to technology. Students and teachers use the information
held in the virtual learning environment frequently and well.
Animal care & equine studies (Good) A few lessons have
insufficient pace and challenge. Teachers use of interactive
learning
technology to promote learning lacks imagination. Performing
Arts (Good) Performance spaces, studios and classrooms are adequate
but uninspiring, with few
displays or celebrations of learner work. While information
learning technology benefits learning satisfactorily, opportunities
to film students performances to aid better reflection are
underdeveloped.
Business studies (Requires improvement) Presentations using
information learning technology are uninspiring on occasion.
Students review their personal targets regularly through the
virtual learning
environment.
Manufacturing technologies & Motor Vehicle (Good) Teachers
plan the majority of lessons well. They make them interesting with
a variety of
activities which promotes learning. These include interactive
e-learning and written comprehension exercises completed in
pairs.
Teachers develop numeracy well in the large majority of
vocational lessons, such as in one lesson where learners
manipulated formulae confidently to calculate voltage using Ohms
Law. In this lesson, the teacher expertly used stimulating
interactive e-learning software, accessible to the learners via the
virtual learning environment.
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Cadbury Sixth Form College (Sixth Form College) Oct 2012; OE(3);
PI(3); OfL(3); QTLA(3); ELM(3) Lead Inspector: Philippa Francis HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130469
This college has the following strengths:
Information and learning technology are used well to support
learning. The quality of teaching, learning & assessment
(Requires improvement) Where the teaching is good, lessons are
carefully planned, include an appropriate variety
of activity, sufficient challenge and all the students learn
well. Teachers in these lessons often make good use of information
and learning technology and give strong attention to the
development of technical terms.
Social sciences including psychology (Requires improvement)
Teachers and students make good use of information and learning
technology and
students are encouraged to use self-directed study outside of
the classroom. Teachers are setting more homework this year to help
develop independent learning skills and to prepare students for the
next step.
Although much teaching contains good features, there is little
that is exciting or inspiring. Teaching is generally well-planned,
interesting and includes variety to meet different learning
preferences. Resources, including social media, Youtube, video and
music are used well to support learning. For example, in a lively
sociology lesson the teacher used the words of a pop song to
develop students understanding of a particular theory.
The effectiveness of leadership and management (Requires
improvement) Managers have initiated a number of actions
successfully to help students to work
independently; these include effective use of information and
learning technology, homework clubs and catch-up sessions that have
increased greatly the amount of homework and independent study
completed by students. Teachers increasingly use more
student-centred classroom activities and weak teaching has been
largely eliminated.
Science (Good) The virtual learning environment provides a range
of useful resources which students
appreciate. A significant proportion of AS-level students
struggle to learn well independently, but these skills are
well-developed in A-level students.
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Cambridge Regional College (General FE College) Oct 2012; OE(2);
PI(2); OfL(2); QTLA(2); ELM(2) Lead Inspector: Lindsay Hebditch HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130610
The quality of teaching, learning and assessment (Good)
Accommodation and resources to support learning are excellent.
Technology and
practical demonstrations are used well in most lessons to
illustrate topics and often include the imaginative use of the
colleges virtual learning environment. Learners value this
environment highly and use it effectively to catch up on missed
work and prepare materials for their next lesson. However, the
virtual learning environment contains much better materials, and is
therefore more useful, in some subject areas than others.
Hospitality & catering (Good) Teachers make effective use of
information and communications technology to provide
good quality learning resources, including for learners who do
not attend college. Good text materials and video clips of current
kitchen practices help learners link theory to practice and to
improve their skills in professional cookery.
Learners progress is supported well. College-based staff use a
social networking site to communicate with apprentices while they
are in the workplace and to ensure that assessment takes place at
appropriate times.
Construction crafts (Good) Learners have good access to learning
resources, including animations, course materials
and assessment exercises on the colleges virtual learning
environment. Learners appreciate that they can gain access to these
materials from any place where there is an internet connection.
Learners with particular difficulties receive very good support.
The college has devised a new sign language to cover technical
terms for deaf learners and provided video clips on the virtual
learning environment which feature a signer so that deaf learners
are able to participate fully.
Hairdressing & beauty (Good) The colleges virtual learning
environment provides a comprehensive range of resources
for learning and is very well used by learners for independent
study outside their timetabled lessons. Learners particularly value
the opportunity to catch up on work missed or to prepare materials
in advance of lessons.
Media & communication (Good) Assessment is well planned.
Media learners have assignment course books that contain
all the briefs for the year with associated learning materials
that are supplemented by some excellent resources on the colleges
virtual learning environment including book lists, video clips,
links to useful websites, drop boxes where learners can deposit
their assignment work for marking, and discussion forums. However,
not all areas of the virtual learning environment are as well
populated or interactive, leading to frustration for some
learners.
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Capel Manor College (Specialist College) Oct 2012; OE(2); PI(2);
OfL(3); QTLA(2); ELM(2) Lead Inspector: Wilf Hudson HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130438
What does the provider need to do to improve further? - Develop
more effective use of information and learning technology (ILT) to
support
learning by ensuring that all students have access to suitably
programmed computers and that all teachers make good use of the
colleges virtual learning environment.
- Fully implement the computer-based attendance monitoring
system across all provision to improve the efficient monitoring of
students attendance at lessons, and use this important performance
indicator more fully to evaluate the quality of provision.
Outcomes for learners (Requires improvement) The college has
been slow to introduce a computer-based system to help managers
and
tutors have easy access to timely data regarding students
attendance. Quality of Teaching, Learning & Assessment (Good)
The use of computers and other technologies to support learning
requires improvement.
There are some good examples of the use of ILT, for example
arboriculture apprentices use of smart phones and a bespoke
electronic mailbox to submit and mark their course work; however,
not all teachers are adept at using the technology that is
provided. Inspectors observed little effective use of computers in
classrooms, nor did they see many teachers take full advantage of
the learning potential of interactive whiteboards in lessons.
Animal care & animal management (Good) Computers are used
well to support learning. Students learn independently,
research
topics and can confidently explain and record what they have
learnt.
Arboriculture and countryside management (Good) In the best
lessons, good use is made of information and learning technology
(ILT) to
illustrate teaching points, but generally insufficient use is
made of the computers and ILT resources that are available. For
example, in one lesson, plant pathogens were verbally described to
students when the teacher could have made use of the wide range of
images available on the internet to see pictures of these pathogens
and their explicit effects on plants.
Horticulture & hard landscaping (Requires improvement) Very
few lessons observed during the inspection included any use of
computers or other
technologies to support learning.
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www.judgesconsulting.co.uk 15
Central Sussex College (General FE College) Oct 2012; OE(3);
PI(2); OfL(3); QTLA(3); ELM(3) Lead Inspector: David Martin HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/129383
What does the provider need to do to improve further?
Fully implement the newly introduced college-wide arrangements
for electronically recording and tracking learners progress.
Better promote learning through teachers more extensive and
ambitious use of information technology in their teaching. Help
them to work with learners to better exploit the potential of the
colleges virtual learning environment, especially for
self-study.
Quality of Teaching, Learning & Assessment (Requires
improvement) Information and learning technology (ILT) to support
learning is under used by teachers.
In a few subject areas, very effective use is made of technology
in sessions to maintain learners interest and promote learning. The
use of the colleges virtual learning environment (VLE) to support
and extend learning outside sessions requires development. In
English language and literature and in construction, teachers use
podcasts, social media and materials that are topical and useful
for learning, but in a large minority of subjects the VLE is
largely used to download documents and presentations.
The effectiveness of leadership and management (Requires
improvement) Teaching resources in most areas are also good. In a
few areas, such as science and
ESOL, access to high-quality equipment for learners, such as
laptop computers in classrooms, is insufficient.
Early years education (Outstanding) Staff and learners use
technology very effectively in the research and presentation of
work. Visual and performing arts (Outstanding) E-learning
technology is used appropriately and effectively.
Foundation mathematics (Requires improvement) Better lessons are
well prepared and well structured, with a variety of learning
activities
to meet learners needs, including games, practical activities
and information and communication technology (ICT), such as using
drag and drop on the interactive whiteboard to create diagrams, and
computer games to practice ratios. These lessons engage learners
interest and stimulate discussion and learning.
Science & mathematics (Requires improvement) In mathematics
lessons, computers too often lie idle. However, there are not
enough microscopes and the laptop computers are old and slow.
In most subjects, learners regularly use the colleges VLE to
download resources and course materials, although the amount of
resources to support independent learning is too small.
Engineering (Good) Learners receive good guidance through
electronic tutorial tracker systems.
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Cheadle and Marple Sixth Form College (Sixth Form College) Dec
2012; OE(3); PI(3); OfL(3); QTLA(3); ELM(4) Lead Inspector: Andrew
Johnson HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130515
What does the provider need to do to improve further?
Improve learning by giving students more opportunity to deepen
their understanding and knowledge in lessons, for example using
information learning technology more effectively. Build upon the
good teaching in many vocational and some academic subjects to
increase the number of outstanding lessons.
The quality of teaching, learning & assessment (Requires
improvement) Students value the vocational and subject expertise of
their teachers and assessors and
tap into this by asking them many questions about their work.
However, students are not taught to be sufficiently independent,
the use of the virtual learning environment (VLE) to extend
learning is highly variable and innovative technologies are rarely
used well to support learning, deepen understanding and develop
research skills.
Mathematics and statistics (Requires improvement) A virtual
learning environment is available to all students studying
mathematics, but too
few students take full advantage of these resources.
Social science and geography (Requires improvement) Lesson
planning is inconsistent; in the better lessons a variety of
activities develop,
stretch and challenge all groups to their full potential. Weaker
lessons are formulaic, students spend too long listening passively
and activities fail to stretch the more able. The VLE is used well
to develop independent learning in economics and geography, but its
use remains underdeveloped in sociology and politics.
The effectiveness of leadership and management (Inadequate) An
effective electronic system for monitoring students progress has
been introduced; it
allows students, staff and parents to monitor performance
against academic and personal targets, although it is not used
consistently well across the college. Improvements made to the
quality and accessibility of management information allow managers
to gather data to monitor performance against targets, but the
analysis and impact of this vary widely between managers and
teachers across different subjects.
The recently introduced electronic monitoring system is
well-understood by staff and students, but the impact it has varies
widely between subjects. Apprentices and students on advanced
vocational programmes benefit from frequent and well-planned
assessment with good involvement from employers. Work experience is
used well by these students to apply their learning and develop
good vocational skills but this is not always the case on more
academic programmes.
Visual arts and media (Requires improvement) Assessment and
feedback are good. Marking is done frequently and work is
promptly
returned with clear advice on how to improve; the electronic
assessment recording system is used well. Written work is of an
appropriate quality but spelling and punctuation errors are not
always corrected consistently.
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City College Coventry (General FE College) Mar 2013; OE(4);
PI(3); OfL(4); QTLA(4); ELM(4) Lead Inspector: Bryan Davies HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130473
Quality of Teaching, Learning & Assessment (Inadequate)
Learners benefit from good accommodation and resources. A few rooms
are cramped
and learners have limited access to computing facilities when
not in lessons. Teachers have good access to equipment and new
technologies to support learning and, in a few instances, use them
well to engage learners. Too often this expensive technology is
used only for PowerPoint presentations. The use of the colleges
virtual learning environment to encourage and promote learners
independence varies markedly between curriculum areas.
The effectiveness of leadership and management (Inadequate) The
lack of access to college data, resulting from an information
systems upgrade in
autumn 2012, has impeded managers ability to review and monitor
progress. Managers do not use the wide range of published data to
inform their views of college performance. The college information
system is improving but use of data across the college is weak.
Science, Mathematics & statistics (Inadequate) Teachers make
extensive use of information and learning technology in lessons,
but in
too many lessons they fail to realise its full potential and its
use is limited to PowerPoint presentations. Learners receive a wide
range of electronic resources for independent study from their
teachers, but complain of limited access to computers particularly
in lunch breaks.
Visual arts & performing arts (Requires improvement) Most
teachers do not use information and learning technology creatively
to support and
enhance learning. As a result, teachers miss many opportunities
to develop and reinforce learners research and discussion skills,
skills that are often important in the creative industries.
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City College Plymouth (General FE College) Oct 2012; OE(2);
PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Margaret Swift HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130649
Quality of Teaching, Learning & Assessment (Good) Teachers
excellent use of information technology in engineering helps
learners
remember the configuration of electrical circuits. Managers
acknowledge that the very good practice that some areas of the
college have
developed in using the e-ILP to set measurable targets for all
learners needs to be shared across all areas.
Health social care & early years (Good) Resources are good
and teachers use these well to support the development of
practical
caring skills. Learners make good use of information technology,
including the college intranet, in the research and presentation of
their work.
Engineering & manufacturing technologies (Outstanding)
Teachers use of information technology in theoretical lessons is
effective in helping
learners to make good progress.
Hospitality & catering (Outstanding) Teachers use technology
well and learners develop good research skills in lessons.
Foundation English, mathematics and ESOL (Good) In all lessons,
learners and teachers use information technology well. Teachers
and
learners use interactive whiteboards to write and illustrate
learning points and access on-line learning information. In all
lessons learning materials are clear and well produced and the
virtual learning environment (VLE) is used effectively by learners
to access additional learning materials.
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City of Bath College (General FE College) Jan 2013; OE(2);
PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Russell Jordan HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130558
Outcomes for learners (Good) Students frequently demonstrate
strong leadership and problem-solving skills, with the
skilful encouragement of their teachers. Many students make very
good use of information and learning technology (ILT) using, for
example, tablet computers or mobile phones, to learn independently
of their teachers. In a lesson for apprentices in refrigeration,
apprentices were making very good use of mobile phone apps, as used
in the field by refrigeration engineers, to complete complex
conversion calculations.
Quality of Teaching, Learning & Assessment (Good) Students
make good progress and teachers check their learning frequently and
securely
in a number of different ways. These include skilful
questioning, or sometimes using mobile technology and other methods
which are enjoyable and appealing to students.
Many students develop skills for independent learning very
effectively. The routine use of ILT in many lessons enhances
learning. Students often make excellent use of the latest
technology when researching and recording information and
completing assignments, for example they make good use of the
virtual learning environment (VLE). Students monitor their own
progress online and use social media highly productively to
communicate with teachers and peers.
Sport (Good) The use of interactive and mobile technologies
motivates students and enhances their
engagement with their learning and assessment. For example,
students used their mobile phones to send answers to the board and
made a video telling the story of glucose from digestion to muscle
contraction, as part of their assessment. In a basketball session,
students took photographs of the different phases of the set shot
to outline the key coaching points.
Foundation English (Requires improvement) In the better lessons,
effective planning ensures learning activities meet closely
students
individual needs. Teachers provide lively and imaginative
lessons using interactive technology to interest and motivate
learners.
In other lessons, although good interactive resources are
available, they are not used fully. Too frequently their use is
limited to the display of learning objectives and reviews at the
end of the lesson. Staff and students make very little use of
online functional skills resources to extend functional skills
learning independently or in lessons.
Visual Arts (Outstanding) Video and sound clips enhance
learning. Students value excellent course-level social
media sites and use them frequently for notifications, to upload
images and to refer to websites links posted by both staff and
peers, developing their critical approach well.
Health & social care and early years (Requires improvement)
Students are unable to work at their own pace and independently in
many lessons.
Teachers provide too few signposts to relevant resources to
encourage students to study independently. Students understanding
of how to use the VLE is weak, and the resources available are
insufficient to enable students to keep up with their work and to
extend their knowledge and skills.
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City of Bath College (contd.) Hairdressing & Beauty Therapy
(Good) Students have good access to ILT, which is improving their
learning and progress. The
introduction of tablet computers in a pilot programme has been
successful in developing students learning independently of their
teachers and in providing them with additional challenge. Students
use the colleges VLE widely, which has improved communication and
target setting.
Business (Good)
Assessors provide thorough and constructive feedback so that
learners are very clear about the evidence they need to collate to
meet the requirements for the course. They use the electronic
portfolio software well to set clear targets. Learners are easily
able to identify gaps where evidence needs to be submitted or
modified, based on the feedback they receive. They are encouraged
to upload relevant evidence electronically in preparation for the
assessor visits in order to make more effective use of time during
visits. Additional resources on the VLE enable good support for
learners in their independent learning from home and to catch up on
sessions they have missed, so they complete their programmes on
time.
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City of Bristol College (General FE College) Jan 2013; OE(4);
PI(2); OfL(4); QTLA(4); ELM(3) Lead Inspector: Shaun Dillon HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/131094
Quality of Teaching, Learning & Assessment (Inadequate) In the
best lessons, teachers make creative use of the many good resources
and pay
good attention to health and safety in practical lessons. They
use information and learning technology and the virtual learning
environment to good effect to develop learners independent learning
skills.
Managers have extended the use of electronic individual learning
plans, through which teachers agree targets with learners. Many of
these targets are not clear, meaningful or demanding, and they are
not specific to the individual learner. They are often about
general coursework matters.
Health, social care, early years and playwork (Requires
improvement)
Learning resources are good and are often used well by staff and
learners to aid understanding. In the best lessons, teachers use
the virtual learning environment, information and learning
technology and interactive quizzes well to involve learners of all
abilities in learning.
Hairdressing & beauty therapy (Requires improvement)
Learners make good use of their own iPhones and information and
communication
technology to expand and explore their learning and
understanding. Independent living & leisure skills (Good) In
many lessons, learners use the available classroom technologies
with confidence and
a few learners use the interactive whiteboard naturally to aid
their learning.
Administration Apprenticeships, other work based learning (Good)
Staff have improved the quality of target setting, including the
development of learners
functional skills. Their use of information and communication
technology, however, is insufficient to track and monitor learning
and assessment effectively. Assessors spend too much time during
learners reviews completing common information on standard
forms.
Motor vehicle Apprenticeships (Inadequate) Learners in the paint
area benefit from using good learning materials through the
recently developed virtual learning environment, but the
material for learners on other apprenticeship programmes is
insufficient for their needs.
Sport, leisure, recreation & public services (Requires
improvement) Learners make good use of material from the virtual
learning environment to support
their learning. Foundation English (Inadequate) Not enough
teaching and learning are good or better. In the few good lessons,
a variety
of learning activities, including short film clips and the
effective use of interactive whiteboards, keeps learners
motivated.
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City of Stoke-on-Trent Sixth Form College (Sixth Form College)
Oct 2012; OE(3); PI(3); OfL(3); QTLA(3); ELM(3) Lead Inspector:
William Baidoe-Ansah HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130817
The quality of teaching, learning & assessment (Requires
improvement) Teachers are well qualified and resources to support
learning are good. The design of
the colleges smart new building is successful in providing a
good variety of different types of specialist and open-access
accommodation to support learning. The learning resource centres
are equipped well with computers and students make good use of them
to develop their learning within and outside of lessons.
Performing arts, media and communications (Good) Many students
are purposefully engaged through well planned and managed
learning
activities that cater for the needs of students with a range of
abilities. Teachers make good use of sharply focused questions that
encourage students to develop oral skills and to show their grasp
of technical language. They also make skilful use of interactive
technology to demonstrate techniques and illustrate the work of
artists.
Social science and psychology (Requires improvement) The quality
of teaching and learning varies considerably. In the best lessons
students are
encouraged to develop independent learning skills and take
responsibility for their own learning. Teachers plan activities to
engage all students and to ensure that they make and exceed
expected progress. In one lesson, very effective use of an
electronic voting quiz engaged all students to review the topic of
childhood covered in the previous lesson.
Teachers are experienced and well qualified in their subjects
and a number of them are external examiners. They use technology
well to promote learning and provide good quality learning
resources such as psychology topic work books that have a good
range of exercises and activities to develop and apply concepts.
Teachers give timely and effective academic support to students
during weekly tutorials. In one session they provided students with
effective support materials to improve their essay writing
skills.
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City of Westminster College (General FE College) Jun 2013;
OE(2); PI(3); OfL(3); QTLA(2); ELM(2) Lead Inspector: Stewart
Jackson HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130423
Quality of Teaching, Learning & Assessment (Good) The use of
information and learning technology and the virtual learning
environment are
developing very well and students now use these effectively in
some curriculum areas. Students have good access to laptop
computers from the learning resource centre and make good,
appropriate use of them.
The tracking of students progress and the use of target setting
are much improved and are now good. Where curriculum areas have
fully adopted the new electronic tracking system, it is very
effective in reviewing and updating students progress. Students
value being able to monitor their own progress more easily.
However, this system was introduced fairly recently and is not
being used consistently well in all curriculum areas.
Business (Good) The use of technology to support both learning
and assessment is variable. Teachers in
college make very good use of technology to bring real business
issues into the classroom, enriching the students experience.
Students make effective use of resources on the college virtual
learning environment. However, for most students in the workplace,
the use of technology to promote a broader understanding is
underdeveloped and some training resources for digital marketing do
not match industry standards.
Marketing apprentices use innovative, online, face-to-face
tutoring which has enabled those who were struggling to make rapid
progress.
Sport Leisure & Recreation (Good) The monitoring of students
performance has improved significantly and is now good.
Teachers work with students to set meaningful targets that they
review and update regularly using the new electronic tracking
system, motivating students and keeping them on target to achieve.
However, teachers do not always set sufficiently challenging
targets for advanced-level students and, consequently, a minority
of these students do not achieve their full potential.
Foundation English (Requires improvement) Teachers planning of
learning is not consistently good enough. In the better
lessons,
teachers plan in detail an appropriate range of interesting
activities that are well suited to ensuring that all students
achieve their full potential. Teachers skilfully plan for the use
of a variety of electronic resources, and select interesting topics
to support the more able students in building their range of
vocabulary.
However, teachers do not make effective use of the new
electronic tracking system to monitor progress. Students do not
always have a clear understanding of what they need to do to
improve and their teachers do not review their progress regularly
enough.
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City of Wolverhampton College (General FE College) Apr 2013;
OE(3); PI(4); OfL(3); QTLA(3); ELM(3) Lead Inspector: Philippa
Francis HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130484
Quality of Teaching, Learning & Assessment (Requires
improvement) A majority of teachers integrate information and
learning technology (ILT) into their
lessons, but often they miss opportunities to make full use of
this technology to enhance learning. Teachers are developing the
use of the virtual learning environment well and they and learners
use it increasingly effectively across subjects.
Information & communication technology (Requires
improvement) Teachers use technology well to help learners. For
example, assignment briefs and
feedback including improvement points for learners are
accessible on the virtual learning environment (VLE) and often
include short, helpful explanatory videos.
Teachers monitor full-time learners progress well. Learners
monitor their own progress using the VLE remotely.
Sports, travel & tourism studies (Good) Teachers do not
always use information and learning technology well and
imaginatively
to support learning. Learners use the virtual learning
environment widely to support their coursework as well as to keep
track of their own progress through their e-learning plans.
However, teachers targets in these plans are not consistently
specific or measurable nor are targets aspirational in encouraging
learners to maximise their potential.
Hairdressing & beauty therapy (Inadequate) Teachers use
technology effectively to display images, play music and
videos.
Foundation English (Requires improvement) Teachers use of
information and learning technology (ILT) to promote learning
requires
improvement. Too few teachers use ILT resources to stimulate and
enrich learning. Teachers use of interactive whiteboards, mobile
technologies, video clips or other computerised resources is
underdeveloped.
Business (Good) They encourage learners to provide a wide range
of evidence including audio recordings
and photographs. However, information and communication
technology (ICT) is not used widely enough to support learning and
assessment which limits learners opportunities to experience and
become familiar with up-to-date technology.
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www.judgesconsulting.co.uk 25
Coulsdon Sixth Form College (Sixth Form College) Jan 2013;
OE(4); PI(4); OfL(4); QTLA(3); ELM(3) Lead Inspector: Alex Falconer
HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130433
This provider has the following strengths:
Good and extensive use of information and learning technology
(ILT) to engage students in learning.
The quality of teaching, learning & assessment (Requires
improvement) Students enjoy using information and learning
technology in their studies. They use
laptop computers successfully in many lessons to access the
college virtual learning environment. They upload assignments,
complete on-line tests, use good quality worksheets and resources
and communicate with each other and their teachers.
Teachers and tutors do not use the recently-developed electronic
tracking systems to their full potential as they do not yet contain
enough assessment data.
Science and mathematics (Inadequate) Science students benefit
from good information and learning technologies in lessons.
They use computer-based activities and simulations to good
effect, particularly in group work. In a biology lesson, for
example, students successfully viewed a short animation to help
them understand the complexities of enzyme specificity.
Students also benefit from the availability of computers in the
library and the learning zones. Teachers have updated their schemes
of work to include opportunities to direct students to resources
such as MyMaths and Bring On The Maths that can help them in their
learning.
Art, design and media (Requires improvement) Studios are well
equipped and students use modern information technology and
social
media proficiently. Teachers provide helpful blogs which enable
students to access teaching and learning materials to extend their
learning or to catch up. Students in art and design manipulate
imagery imaginatively and produce interesting electronic sketch
books. Film studies students compile comprehensive on-line
notebooks providing them with up-to-date, easily accessible
information.
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www.judgesconsulting.co.uk 26
Croydon College (General FE College) Dec 2012; OE(3); PI(2);
OfL(4); QTLA(3); ELM(3) Lead Inspector: Richard Beaumont HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130432
Quality of Teaching, Learning & Assessment (Requires
improvement) Technology is used particularly well in the majority
of lessons, with a commendable
exploitation of the power of interactive whiteboards aiding
imaginative and engaging teaching and learning. The use of
electronic submission and return of work is increasingly improving
the learning process and includes a forum to allow peer review of
students work.
However, as recognised by the college, there are still pockets
of unsatisfactory teaching and learning, epitomised by poor
classroom management, insufficient planning of learning,
uninspiring learning materials and disruptions caused by poor
punctuality, leading to students losing attention and occasionally
resorting to their mobile phones for something more
interesting.
Arts, media & publishing (Inadequate) However, a significant
minority of teaching and learning at advanced level is
inadequate.
..The technology and web-based media that are prevalent in the
arts are not used effectively by teachers to help students improve
the standard of their work.
ESOL (Requires improvement) In the better lessons.Activities are
fun and challenging and many are applied to
students personal lives. Interactive technology is used
effectively to engage pre-entry students in matching images and
words and the use of mobile phones and video clips to support
examination practice is good.
Foundation English (Requires improvement) Imaginative use of
information and learning technology effectively engages and
develops
students knowledge and understanding. For example, students who
had not been in education for a long time sang along to a musical
video to engage them in a subsequent discussion that was linked
well to their assessment.
Health, social & childcare (Good) The monitoring of students
progress is good with students and teachers having good
access to computers to update electronic learning plans.
Students are set specific, challenging and measurable targets to
produce high quality work, to clear deadlines and take
responsibility for aspects of their lives that might have an
adverse impact on their time at college.
Leisure, travel & tourism (Requires improvement) Students
enjoy their lessons and value the chance to work in the library and
use
computers outside of class time. Advanced apprentices in
sporting excellence are supported well to achieve their career
goals by skilled, expert sports coaches. The innovative use of
smartphones allows teachers and students to capture and review
performance during training sessions and effectively use the
information to plan future learning goals towards becoming a
professional athlete and competing at the highest level.
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Doncaster College (General FE College) Apr 2013; OE(2); PI(3);
OfL(2); QTLA(2); ELM(2) Lead Inspector: Patrick Geraghty HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130526
Quality of Teaching, Learning & Assessment (Good) In the better
lessons teachers make very good use of information and learning
technology (ILT) to enhance learning. Many students are
confident in their use of technology to improve the quality of
their work and enhance employability skills. Excellent use of ILT
was seen in engineering. However, the use of ILT is variable across
provision and the college acknowledges the need to develop the use
of the virtual learning environment more fully.
Engineering (Good) Teachers use technology imaginatively to
promote and encourage learning. Students
improve their learning by frequent use of specialist computer
equipment and software. For example, students used the virtual
welding simulator to practise and develop their welding skills.
Administration, accounts & finance (Good) Accountancy
apprentices benefit from access to a range of online activities
developed by
the tutor which they regularly complete at home and at work to
promote consolidation of their learning. The college recognise the
need for a dedicated workplace virtual learning environment
site.
The pace of delivery of classroom-based learning is brisk and
challenging. In an intermediate level accounting session students
successfully kept pace with the tutor`s demonstration of a
computerised accountancy package using features of the interactive
whiteboard to good effect.
Sport, travel & public services (Good) In the minority of
less effective lessons, teachers do not ensure that questioning
adequately challenges all students. Teaches (sic) use of a
narrower range of learning strategies limits students further
development and progress. ILT is not used creatively to further
develop learning.
Health, social care & child care (Good) Target setting on
individual learning plans (ILPs) is variable. The better ILPs
are
electronic and have specific targets and comments that can be
set by the student, personal tutor and the pastoral support
worker.
Basic skills for life, literacy & numeracy (Good) Equality
and diversity are well promoted through the colleges approaches to
supporting
and promoting reading for learning and pleasure. An interactive
e-resource encourages students to blog about books they have read
and share their experiences with others. This is well used in
particular by English speakers of other language students. Linking
DVDs to books is encouraging more young male students into
reading.
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Dudley College of Technology (General FE College) Feb 2013;
OE(2); PI(2); OfL(2); QTLA(2); ELM(2) Lead Inspector: Lindsay
Hebditch HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130475
Quality of Teaching, Learning & Assessment (Good) Learners
value their access to the colleges virtual learning environment
(VLE), but it
remains underdeveloped as too few subjects use it to provide
opportunities to extend learning.
In good lessons teachers use information and learning technology
(ILT) in stimulating ways to capture learners interest and
stimulate their thinking. They use directed questioning well to
check and extend learning. In many lessons teachers find inventive
ways to recap previous learning and evaluate what learners have
gained from the lesson.
Hairdressing & beauty therapy (Good) Teachers plan lessons
well and include a range of innovative and motivational
learning
activities, including the creative use of ILT, which provide
plenty of challenge for learners. Teachers state learning
objectives clearly and learners often set or select their own
individual tasks to complete in the lesson which are consistent
with these objectives. However, in a few weaker lessons a minority
of learners were inactive at times and less motivated. Most
learners access additional learning via the VLE.
Staff monitor learners progress very well. Learners are well
aware of their progress and actions needed to improve, although the
new electronic tracking system is not in full use. The frequent
updating of targets continues to provide learners with a good level
of challenge. Learners receive appropriate advice and guidance with
effective signposting to other learning opportunities if
appropriate.
Building & Construction (Good) Increasingly effective use is
made of ILT, including video capture to support evidence
collection and accurate assessment. Business management &
administration (Good)
The online system for tracking the progress of learners is well
developed, but the use of target grades has not had a significant
impact on learners achievements because the targets are not always
sufficiently stretching.
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East Berkshire College (General FE College) Feb 2013; OE(2);
PI(2); OfL(2); QTLA(2); ELM(2) Lead Inspector: Paul Fletcher HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130604
Quality of Teaching, Learning & Assessment (Good) Learners
benefit from the good range of easily accessible and helpful
learning materials
on the colleges virtual learning environment (VLE). Classrooms
are well equipped with interactive whiteboards, which most teachers
use well to support learning.
In the small minority of lessons that require improvement,
teachers often talk too much, dominate the learning, and their use
of questioning to check and extend learning is weak. A few teachers
do not use information and learning technology (ILT) sufficiently
to develop learners independent learning skills.
The effectiveness of leadership and management (Good) For
example, the college recognises that learners attendance requires
improvement. A
new electronic attendance recording system now provides prompt
data to support actions to reduce absence rates.
Science & Mathematics (Requires improvement)
In the weaker lessonsTeachers make little reference to the wide
range of resources available on the VLE to stretch and challenge
learners further. Teachers do not routinely remind learners of the
importance of taking notes for future reference.
Motor vehicle (Good) Learners benefit from good learning
workbooks that teachers use to plan and teach.
However, the college currently holds insufficient on-line
interactive learning materials on the VLE to extend apprentices
knowledge and develop effectively their independent learning
skills.
Sport & public services (Good) Learners and teachers use the
colleges VLE well to record progress and set targets. It
also provides a good source of learning materials that most
learners use for private study.
ESOL (Outstanding) The use of ILT to support learning is
outstanding. Very innovative use of social media
has improved independent learning and attendance greatly. The
VLE is constantly updated and contains a wealth of useful,
stimulating material. For example, specific support strategies for
learners difficulties with first language inference include images
of how to use the vocal organs correctly and sound clips to support
pronunciation.
Business (Good)
Learning resources are of a high standard and are available to
learners on the VLE. For example, a bank of short films provides a
context and focus for learning about marketing. Teachers and
learners use relevant technology routinely and, as a result,
learners develop good research skills in lessons.
Visual arts & media (Good)
Teachers and tutors use electronic personal learning plans well
to set targets for individual learners.
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East Kent College (General FE College) Mar 2013; OE(2); PI(3);
OfL(2); QTLA(2); ELM(1) Lead Inspector: Alex Falconer HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130728
Quality of Teaching, Learning & Assessment (Good) Learners use
the virtual learning environment (VLE), the internet and library
very
effectively to study independently and extend their learning.
The college has good quality classrooms, equipment and resources,
but some computer rooms can be crowded and cramped.
The small team of personal tutors uses technology well to
monitor and improve learners attendance, progress and achievements.
However, while some learners manage to set clear and precise
targets during their reviews, others are less successful and their
targets are not useful to help them improve. The depth and quality
of subject teachers comments about learners performance vary too
much.
Information & communication technology (Good) ICT learners
make good use of the virtual learning environment, which provides
helpful
resources for independent learning. They have access to
specialist equipment, including a well-resourced games development
room. However, some classrooms are cramped, with insufficient space
to work away from computers.
All learners are clear about their long-term goals and
short-term targets, and are supported by an effective electronic
system for monitoring their progress.
The assessment of learners work is outstanding. Learners submit
their assignments electronically and teachers use word-processed
commentary facilities very well to indicate how the work can be
improved. Their marking is supportive and encouraging. In one
lesson, after completing a website assignment, learners responded
well to on-line questions which helped them reflect on why some
customers revisit commercial websites.
Numeracy (Good) Learners know what they have achieved and what
they need to do to improve. Both
learners and teachers use the college electronic tracking system
to record progress and set targets.
Teachers use a good variety of learning materials to support
learners to develop their numeracy skills. The VLE contains a
useful range of numeracy-related learning materials and teachers
actively encourage learners to become more confident using the
on-line resources.
Business, administration & law (Good)
The business enterprise accommodation and resources provide a
modern and realistic environment for learning, with good access to
computers. Learners use the college virtual learning environment
and recommended websites extensively for independent learning.
Apprentices are increasingly using sophisticated electronic
portfolios which provide good access to their work and progress
records.
Staff use a wide variety of assessment methods, including
probing questioning, peer-assessment and video and digital
recording to capture learners achievements.
Learners are clear about the progress they are making towards
their qualifications, and have good access to the formative and
summative electronic tracking of their progress.
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Epping Forest College (General FE College) May 2013; OE(3);
PI(3); OfL(3); QTLA(3); ELM(2) Lead Inspector: Julie Steele HMI
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130677
Hairdressing & beauty therapy (Good) Teachers use
information and learning technology (ILT) satisfactorily to support
students
in understanding new topics.
Performing arts, media and communications (Good) The varying
tasks and activities in lessons engage and sustain students
interest. Most
teachers integrate ILT well into their lessons and students make
good use of ILT to support independent learning.
Sport, leisure and recreation (Requires improvement) Teachers
engage and interest students well in most lessons. They use short
effective
tasks, often with timed limits, to stretch students and keep
them motivated. Teachers frequently employ a good range of
activities supported by technology, which match well to students
different learning styles.
Independent living and leisure skills (Requires Improvement)
Students enjoy lessons enlivened by the use of information and
technology, which
teachers use effectively