Truro and Penwith College, February 2016 

Quality of Teaching and Learning:  Grade 1

“Learners’ progress on mathematics GCSE and functional skills courses is good. It has improved rapidly following the implementation of a range of well-conceived strategies similar to those that have been very successful in English. Teachers plan their lessons carefully, based on detailed analyses of learners’ starting points.”

“Additional learning support is well targeted and highly effective. Learners’ support needs are identified promptly and accurately. Learners with complex needs receive excellent additional support in discrete and mainstream provision. This helps them to work with increasing independence. Specialist additional support for learners struggling with their English or mathematics is very good and easily accessible. Guidance and resources to help teachers to support learners with, for example, dyslexia, emotional health difficulties or behavioural problems are very good and are used very well by teachers.”

Outcomes for Learners: Grade 1

“The proportion of learners who achieve A*–C grades in English is well above the national rate. Following effective action by managers, current learners following GCSE mathematics courses are increasingly making good progress.”

16-19 Study Programmes: Grade 1

“Learners who do not have GCSE grades A*–C in either English or mathematics on entry to the college make good progress in these subjects because of the effective help and support they receive. English and mathematics are given a very high priority in the planning of study programmes.”

Osted practice

Tyne Metropolitan College, July 2016

Effectiveness of Leadership and management:  Grade 2

“Managers have successfully implemented a strategy to improve the quality of teaching, learning and assessment in English and mathematics. Managers worked very closely with local schools to share best practice in assessment, target setting and classroom management, which has had a demonstrable impact on students’ achievement. In the current year, a higher proportion of students have achieved functional skills qualifications in English and mathematics. The progress that students make in improving their grades to A* to C in GCSE English and mathematics qualifications is improving…”

City of Sunderland College, June 2016

Effectiveness of Leadership and management:  Grade 2

“Leaders have established a culture of high expectations in the college and most learners respond well to the challenge to achieve their potential. Local authority managers acknowledge the important role the college plays in trying to reverse the decline in mathematics and English achievement in secondary schools.”

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