The ILT Report 2013

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
2013 Jim Judges
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: jim@judgesconsulting.co.uk
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
www.judgesconsulting.co.uk
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.
College
Amersham and Wycombe College
Aylesbury College
Barking & Dagenham College
Basingstoke College of Technology
Bexley College
Bicton College
Birkenhead Sixth Form College
Boston College
Brighton, Hove and Sussex Sixth Form College BHASVIC
Bromley College of Further and Higher Education
Brooksby Melton College
Cadbury Sixth Form College
Cambridge Regional College
Capel Manor College
Central Sussex College
Cheadle and Marple Sixth Form College
City College Coventry
City College Plymouth
City of Bath College
City of Bristol College
City of Stoke-on-Trent Sixth Form College
City of Westminster College
City of Wolverhampton College
Coulsdon Sixth Form College
Croydon College
Doncaster College
Dudley College of Technology
East Berkshire College
East Kent College
Epping Forest College
Fareham College
Franklin College
Gateway Sixth Form College
Gloucestershire College
Greenwich Community College
Halesowen College
Harrow College
Hartlepool College of Further Education
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Havant College
Havering Sixth Form College
Hertford Regional College
Huntingdonshire Regional College
John Leggott Sixth Form College
Joseph Chamberlain Sixth Form College
Kingston College
Kingston Maurward College
Kirklees College
Knowsley Community College
Lambeth College
Lancaster and Morecambe College
Leeds College of Building
Leyton Sixth Form College
Longley Park Sixth Form College
Loughborough College
Lowestoft College
Macclesfield College
Myerscough College
New College Nottingham
New College Telford
Newham College of Further Education
North East Worcestershire College
North Nottinghamshire College
Northampton College
Northumberland College
Norton Radstock College
Norwich City College of Further and Higher Education
Oldham Sixth Form College
Plymouth College of Art
Portsmouth College
Redcar and Cleveland College
Regent College
Richmond-upon-Thames College
Rochdale Sixth Form College
Rotherham College of Arts and Technology
SEEVIC College
Sir George Monoux College
Shipley College
South Leicestershire College
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South Nottingham College

South Staffordshire College
South Tyneside College
Southport College
St Brendans Sixth Form College
Sir John Rigby RC Sixth Form College
St Vincent College
Stafford College
Stockton Sixth Form
Stockton Riverside College
Stourbridge College
Sussex Coast College Hastings
Sussex Downs College
Swindon College
The City of Liverpool College
The College of West Anglia
The Brook House Sixth Form College
The Sixth Form College Colchester
The Sheffield College
Thomas Rotherham College
Totton College
Varndean College
Walford and North Shropshire College
Walsall College
Waltham Forest College
Weymouth College
Worcester Sixth Form College
Worthing College
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Appendix A: Links & Further Reading

Appendix B: ILT comments in the Handbook for the inspection of FE
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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.
Aylesbury College (General FE College)

Lead Inspector: Rieks Drijver
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.
Barking & Dagenham College (General FE College)

April 2013; OE(2); PI(2); OfL(2); QTLA(2); ELM(1)
Lead Inspector: Peter Green HMI
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.
(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.
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
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.
(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.
Bexley College (General FE College)

Lead Inspector: Richard Moore HMI

Tutors should focus more on students individual needs in lessons and on extending the
range of teaching methods used, including the use of technology.
(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.
Bicton College (Specialist College)

Lead Inspector: Russell Jordan HMI

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.
(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.
Birkenhead Sixth Form College (Sixth Form College)
Dec 2012; OE(2); PI(3); OfL(2); QTLA(2); ELM(2)

Lead Inspector: Patrick Geraghty HMI
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.
Boston College (General FE College)

Jan 2013; OE(3); PI(2); OfL(3); QTLA(3); ELM(3)
Lead Inspector: Paula Heaney HMI
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.
Brighton, Hove and Sussex Sixth Form College

Oct 2012; OE(1); PI(1); OfL(1); QTLA(1); ELM(1)
Lead Inspector: David Martin HMI
- BHASVIC (Sixth Form College)
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.
Bromley College of Further and Higher Education (General FE College)

Lead Inspector: Alan Hinchliffe HMI

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.
10
Brooksby Melton College (Specialist College)

Lead Inspector: Paula Heaney HMI

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.
11
Cadbury Sixth Form College (Sixth Form College)

Lead Inspector: Philippa Francis HMI
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.
12
Cambridge Regional College (General FE College)

Lead Inspector: Lindsay Hebditch HMI

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.
13
Capel Manor College (Specialist College)

Lead Inspector: Wilf Hudson HMI

- 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.
14
Central Sussex College (General FE College)


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 selfstudy.
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.
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.
15
Cheadle and Marple Sixth Form College (Sixth Form College)

Lead Inspector: Andrew Johnson HMI

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.
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.
16
City College Coventry (General FE College)

Mar 2013; OE(4); PI(3); OfL(4); QTLA(4); ELM(4)
Lead Inspector: Bryan Davies HMI
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.
17
City College Plymouth (General FE College)

Lead Inspector: Margaret Swift HMI

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.
18
City of Bath College (General FE College)


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.
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.
19
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.
20
City of Bristol College (General FE College)

Lead Inspector: Shaun Dillon HMI
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.
21
City of Stoke-on-Trent Sixth Form College (Sixth Form College)

Lead Inspector: William Baidoe-Ansah HMI

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.
22
City of Westminster College (General FE College)

Lead Inspector: Stewart Jackson HMI

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.
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.
23
City of Wolverhampton College (General FE College)

Apr 2013; OE(3); PI(4); OfL(3); QTLA(3); ELM(3)

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.
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.
24
Coulsdon Sixth Form College (Sixth Form College)

This provider has the following strengths:

Good and extensive use of information and learning technology (ILT) to engage students
in learning.
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.
25
Croydon College (General FE College)

Lead Inspector: Richard Beaumont HMI

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.
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.
26
Doncaster College (General FE College)


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.
27
Dudley College of Technology (General FE College)

Feb 2013; OE(2); PI(2); OfL(2); QTLA(2); ELM(2)

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.
28
East Berkshire College (General FE College)

Lead Inspector: Paul Fletcher HMI

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.

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.
29
East Kent College (General FE College)


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, peerassessment 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.
30
Epping Forest College (General FE College)

Lead Inspector: Julie Steele HMI

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. For example, teachers motivated students well in dance
sessions by allowing them to select videos of their favourite artists.
31
Fareham College (General FE College)

Lead Inspector: Richard Beaumont HMI

Learning resources are mostly of high quality. Since the last inspection and the
subsequent introduction of wireless technology, teachers and students are making
increased use of the virtual learning environment and alternative technology platforms.
However, the information and communication technology infrastructure does not
sufficiently replicate the industry standard expectations of some courses, such as, media
and graphics.
Engineering & motor vehicle (Good)
In the better lessons, question and answer techniques are used well to promote
reflection, problem solving skills and to check students understanding. Learning support
assistants effectively support students learning. However, in a few lessons, teachers
allowed some students to lose interest and they made insufficient progress. The use of
interactive learning technologies to further stimulate interest and enhance students
understanding in lessons is under developed.
Visual arts and media & communication (Good)
Personal technologies, for example tablets and smart phones, are used well by media
students who record their diaries and projects through college based blogs, video and
other social media sites. However, the information and communication technology
infrastructure does not sufficiently replicate the industry standard expectations of some
courses in media and graphics.
Learning materials are well presented, well structured and many are topical and provide
an opportunity for students to distinguish fact and opinions. However, too many
specialist English teachers rely heavily on learners completing paper-based handouts.
They do not use information and learning technologies sufficiently to enhance learning
and students do not systematically make sufficient use of the virtual learning
environment to prepare for assessment tasks through practice activities.
Accounting and finance, business & management (Good)

Students and teachers use a wide range of resources and technology very effectively.
For example, each student used a tablet computer and, in groups, students were able to
research and present evaluative arguments for and against the ethics of recently
publicised business practices. The virtual learning environment is a rich source of
learning materials; however, too few are interactive to enable immediate feedback on
learning.
32
Franklin College (Sixth Form College)

Lead Inspector: Josephine Nowacki HMI
Accommodation and resources to support learning are good. Many subject areas use the
colleges virtual learning environment (VLE) imaginatively to encourage students to work
together and to assess each others work. For example, A-level media studies students
reviewed film clips on the VLE and contributed to a lively online debate with their peers. In
many subjects, teachers use Twitter to encourage peer review and also to post revision tips
and reminders. In a mathematics lesson, students using an e-learning package faced
individual challenges to attempt more complex questions and tasks.
Health & Social Care (Outstanding)
Classrooms provide a stimulating and attractive environment with striking student-rich
displays. Students use the VLE frequently, including during college holidays, to access
the range of relevant resources designed to encourage independent study skills.
However, the use of interactive whiteboards in classrooms is unimaginative.
Humanities & Social Sciences (Good)
The internet, the colleges VLE and information and learning technology are used
extensively by students to develop and extend their learning and carry out additional
work. For example, sociology students used Twitter to discuss feminist and gender
issues with their teacher, while history students posted lesson starter activities on
YouTube that they had devised themselves.
English & Modern Foreign Languages (Good)
Teachers use resources inventively to involve students in group and whole-class teaching
and learning. The use of information and learning technology in lessons is limited to
teacher presentations.
In English, students make good use of the VLE to access extension materials and explore
links to wider reading.
33
Gateway Sixth Form College (Sixth Form College)

Sep 2012; OE(3); PI(3); OfL(3); QTLA(3); ELM(3)

Learning resources are used very well to promote and stimulate learning. The learning
resource centre is very well used by students; staff are pro-active in engaging students
to develop their literacy through student-led book clubs and competitions. Information
and learning technology are used well with a good virtual learning environment that
supports learning both in and outside the classroom.
The newly developed electronic individual learning plans are comprehensive and are
starting to support students in achieving their goals using agreed and aspirational
targets. Good practice in target setting is not yet widespread as guidance to students on
how to achieve their targets and improve is sometimes insufficient. Whilst subject
specific targets are more often measurable and timely, those for behaviour and personal
development lack preciseness.
Business studies including law and legal services (Requires improvement)
Students make good use of information and learning technology as well as subjectbased textbooks. Teachers promote professional business standards of conduct and they
generally manage the classroom environment well.
34
Gloucestershire College (General FE College)


Teachers and learners use information and learning technology (ILT) extensively and
creatively inside and outside the classroom. Most courses provide a good range of
materials for learners to use during and after lessons through the colleges virtual
learning environment (VLE), but this needs further development to benefit work-based
learners.
Improvements from the last inspection have been made diligently, sensitively and with
care. For example, the merger with another college was completed in a collaborative
way in which staff learned from each other and readily shared good practices in teaching
and learning, especially in using information and learning technology.
Health and social care & early years (Good)
Teachers and learners use technology successfully to illustrate key learning points in
lessons.
Independent living (Good)
In all lessons learners use information technology well. Learners are confident in using
the internet, using word processing and spreadsheet software. Most teachers use
interactive whiteboards effectively, illustrating learning points.
The resources in laboratories are good, and learners find the materials available on the
VLE, such as past papers, applications and links to websites, useful. Learners use it as
an interactive learning resource to develop their independent learning or to provide
themselves with activities that challenge them and extend their learning. Teachers make
good use of ILT resources such as laptops, interactive whiteboards and animations to
engage learners, for example to illustrate how a mass spectrometer is used to produce
line spectra of organic compounds.
Visual arts (Outstanding)
Accommodation is excellent and learners benefit from access to professional studio
environments and a wide range of current technical, paper-based and ILT resources
which they utilise well.
Administration (Good)
Assessment is strong. Learners are engaged and confidently involved in assessment
planning. However, planning does not always sufficiently challenge learners to meet
their full potential. Detailed plans are negotiated and logged in the comprehensive eportfolio system which records attainment and calculates progress. This system provides
the basis for good online communication between learners and staff.
A small number of learners benefit from additional learning online or through mobile
phone apps. A virtual learning environment is in development to support flexible and
independent learning.
35
Greenwich Community College (General FE College)

Lead Inspector: Peter Green HMI

Develop the colleges virtual learning environment (VLE) across all curriculum areas so
that students can use the latest information and learning technologies (ILT) to support
their learning and develop better independent learning skills.
(Requires improvement)
The use of information and learning technology (ILT) and the virtual learning
environment to support teaching and learning is growing, but is not consistently well
developed across the college; in many areas it is still a collection of documents. In a few
courses, teachers make very good use of electronic media and digital displays to enthuse
and interest students.
The use of information and learning technology (ILT) to enhance learning by many
teachers is not effective; its use does not stimulate learning or reinforce understanding
enough. Because interactive whiteboards are used mainly for note taking and
presentations, students own capabilities are not fully utilised or developed. The virtual
learning environment, which is well populated with useful resources and information, is
an under-used resource.
The introduction of the on-line tracker is enabling students to monitor their own
progress more meaningfully. They now agree together with their tutor actions to
improve using an electronic learning plan and this is having a positive impact on
improving their progress.
ESOL (Good)
Teachers do not always use interactive learning technology (ILT) imaginatively, although
it is used appropriately to demonstrate written exercises, write notes, or play audio
recordings. In weaker lessons, opportunities are sometimes missed to emphasise
learning points visually and give additional interest to lessons.
Sport, leisure & recreation (Good)
A significant opportunity for students to learn independently is restricted because the
virtual leaning environment in this curriculum area has not been developed well enough.
Administration business management (Requires improvement)
The limited use and development of the VLE do not encourage independent thinking and
learning of students. Resources on it are not well developed enough to help students to
catch up on missed work and to help them revise for examinations.
Health and social care & early years (Requires improvement)
Facilities to use ILT are good, but teachers do not use ILT enough to improve their
teaching and extend learning. In the majority of lessons, the use of the interactive
whiteboard is limited to projecting presentations.
36
Halesowen College (General FE College)

Lead Inspector: Gloria Dolan HMI

Many learners make very productive use of information learning technology. They have
particularly well developed independent learning skills. Learners make particularly good
use of the virtual learning environment, which they value highly, and they research
topics skilfully on the intranet.
Teachers are confident and capable users of information learning technology (ILT).
Teachers use ILT frequently to enliven lessons, clarify topics and broaden learning. Good
use is made of white boards, video clips and internet links to create interesting activities
that engage learners and extend their learning effectively.
The virtual learning environment (VLE) is particularly useful for learners as it is very well
populated across the college with materials that are highly valued by learners. The VLE
is used frequently by learners to reinforce and build their learning both during and
outside of lessons.
Teachers assess learners work carefully and accurately and provide useful feedback that
helps learners to improve the quality of their work. Feedback is often provided
electronically which enables learners to receive it quickly and from a variety of locations.
Science including psychology (Good)
Resources for learning are good and provide an appropriate professional learning
environment which enhances learning. The virtual learning environment (VLE) is
particularly good and learners use it frequently. It is well populated with useful
materials, videos, quizzes, past examination papers and specimen answers. Staff track
learners use of the VLE and discuss the specific activities learners have undertaken,
such as tests and reading, with them.
ICT for practitioners (Good)
Learners make good use of the well-populated virtual learning environment to gain
information about all aspects of their courses and to reinforce and develop their learning
away from lessons.
Media & communication (Good)
Teachers have populated the virtual learning environment with extensive and thoughtful
additional learning materials. Learners find the materials invaluable in helping them to
extend their research and learning outside the classroom.
The tracking of learners progress is good. The colleges electronic system enables
teachers to monitor progress effectively and learners track their own progress
frequently. Teachers track learners progress in functional skills using a manual system
which is effective.
Administration (Good)
Assessors and learners record evidence well, often using cameras and voice recorders to
capture it effectively. Increasingly, well-constructed electronic portfolios are used to
collate and record evidence and assessment decisions very effectively.
37
Harrow College (General FE College)

Lead Inspector: Tony Noonan HMI
This is not yet an outstanding provider because:

Learning technologies are not used imaginatively or sufficiently to enhance learning.
Increase achievement rates, particularly for learners aged 16 to 18, through more
consistently good teaching and learning, ensuring all teachers:
- use all forms of learning technologies more imaginatively
Teaching in a number of areas is enhanced by relevant and interesting enrichment
activities or work placements that broaden understanding. While there are good
examples of the use of information and learning technologies to enliven learning, the full
range of possibilities is not exploited. The colleges virtual learning environment (VLE)
contains good materials and is used regularly.
Health & social care (Requires improvement)
In the less effective lessons teachers do not plan effectively to make sure learners
needs and interests are met. The range of learning activities and teaching methods is
too narrow and the pace of learning is often slow for the majority of learners. Too few
teachers make effective use of technology to enhance learning.
Science (Good)
Lessons are planned well to include a variety of activities, such as computer simulations,
experiments and group teaching, which effectively sustain learners interest and develop
their understanding.
Teachers are enthusiastic about trying new approaches to engage learners, although not
all methods are successful. In one particularly effective revision lesson, learners used
mobile phones to create video revision notes on how ultra violet light damages DNA.
However, in general, the use of technology in teaching and learning is insufficient.
Outside of lessons, online support through the VLE is underdeveloped in a number of
subjects, containing little interactive material.
Visual arts, media & communication (Good)
Teachers do not make imaginative use of the full capabilities of information and learning
technology, and their application of these resources is insufficient. In a minority of
sessions, images are effectively projected to reinforce key points, but many other
opportunities are missed. Classrooms are comfortably furnished, but some resources are
not plentiful or up to date. For example, cameras are not recent models and specialist
computers are in short supply.
ESOL (Good)
However, too many learning resources are dull and uninspiring, and teachers rely too
heavily on worksheets. Teachers do not make sufficient use of learning technologies to
enhance learning.
38
Harrow College (Contd.)

Business management & administration (Inadequate)
The colleges VLE contains creative and professionally-produced learning resources that
benefit learners. Following staff training, learning technology is now effectively
embraced by a few teachers, but its potential is not fully exploited in most lessons.
Specific and timely individual targets are set for work-based learners, who use an online
tracking system well to gain confidence and develop professional knowledge.
Mathematics (Good)
The colleges VLE is used well. Learners have good access to a wide range of college
resources as well as external mathematical websites.
39
Hartlepool College of Further Education (General FE College)


Resources in the new building are very good and are valued by students. There are
some very good examples of the use of information and learning technology (ILT) to
enhance learning, for example in the creative arts. However, in other lessons teachers
rely on text-based presentations even when the subject matter lends itself to visual
material or a more innovative approach. The virtual learning environment is well
developed in some areas with a wide range of materials and links for students to use
outside lessons. In other areas materials are limited, for example, to lesson
presentations and assignment briefs.
Literacy (Inadequate)
Planning for learning and assessment activities is mostly weak and does not inspire,
challenge and motivate students to be involved in their learning. In a few lessons,
teachers make effective and imaginative use of ILT to encourage students to explore
and practise their use of English. However, the use of technology to engage and interest
students is insufficient.
Apprenticeships - Construction and building services (Good)
The range of resources available to apprentices is very good. Construction and building
services workshops are well equipped and maintained to industrial standards. There is
extensive, high quality ILT equipment available for students. Many teachers ensure that
resources available on the virtual learning environment add interest and value to
apprentices learning and development outside of the classroom or workplace. However,
ILT is not used enough in many lessons where it could enliven learning more effectively.
Engineering and manufacturing technologies (Requires improvement)
Resources are good and students value highly the access to equipment, which is of
current industrial standard. For example, in aerospace engineering lessons, there are
two jet aircraft and a helicopter plus numerous engines for students use. All classes are
well equipped with ILT, including interactive whiteboards. However, these are not always
used imaginatively to enhance learning both in and out of lessons.
Public services, leisure, travel and tourism (Requires improvement)
The use of ILT is effective in many lessons. Students make innovative use of mobile
phones to support learning, for example in research, collecting photographic evidence
and when videoing practical performances. Lessons are taught in high-quality
accommodation which students appreciate greatly.
40
Havant College (Sixth Form College)


The colleges self-assessment process identifies strengths and areas for improvement
accurately. Subject self-assessment reports make good use of electronic data to analyse
provision, plan actions and record progress, leading to improvements. Managers and
staff monitor and track students progress and course performance very effectively
through the use of electronic personal learning plans and mark books, enabling problems
to be followed up quickly. Managers have a good, detailed knowledge of the provision
they are supervising.
Knowledgeable and experienced teachers plan learning activities that motivate students
and develop them well as independent learners. Teachers often use interactive learning
technologies to enliven learning in lessons, although teachers miss opportunities to tap
the full potential of this technology in a minority of subjects.
Students learning beyond the classroom is supported effectively by good learning
materials that teachers routinely place on the colleges virtual learning environment
(VLE). Teachers direct students to use appropriate and useful online social networking
sites to keep them well motivated, and to encourage them to explore their subjects more
widely. For example, geography students use smart phone applications that signal when
earthquakes occur and volcanoes erupt throughout the world.
The monitoring of students progress is excellent. Students electronic personal learning
plans contain a wealth of very useful information that is readily accessible to staff and
students alike.
The colleges self-assessment process identifies strengths and areas for improvement
accurately. Subject self-assessment reports make good use of electronic data to analyse
provision, plan actions and record progress, leading to improvements. Managers and
staff monitor and track students progress and course performance very effectively
through the use of electronic personal learning plans and mark books, enabling problems
to be followed up quickly. Managers have a good, detailed knowledge of the provision
they are supervising.
Mathematics and science (Requires improvement)
The VLE is well stocked with resources, such as revision sheets and science and
mathematics video links, and it is often referred to in lessons. On the biology page there
is a daily newsfeed of current biological topics, for example how DNA sequencing and
genetic fingerprinting have been instrumental in identifying food products that are
contaminated with horsemeat.
Visual arts, media and communication (Good)
Feedback and target setting are very good. Good use is now being made of the colleges
VLE to record and track students progress, and many teachers make effective use of
this during lessons.
41
Havering Sixth Form College (Sixth Form College)

Students make good use of the college virtual learning environment (VLE) across most
subject areas. A student website in English language and literature and blogs in art are
amongst a number of innovative ways in which electronic media are used to capture
students interest. However, the VLE is much less developed in a minority of subjects.
The quality and usefulness of students targets are inconsistent. In the best courses,
students are confident that their targets are challenging and realistic. However, in a
minority of others, students do not know their current grades and targets, or how to
improve further. An electronic action planning system is currently being developed and
piloted, but it is too soon to judge its impact on target setting.
Business administration, economics and law (Requires improvement)
Teachers use information and learning technology well to promote equality and diversity.
Images of Victorian thinkers skilfully introduced discussion of work values and helped
students discuss changes to, and the development of, equality issues in the workplace.
Customer service students successfully produced interesting promotional leaflets
addressing the needs of disabled customers.
The quality of accommodation and resources varies across the college. Some of the best
accommodation enhances the learning experience, with good access to a very high
standard of up-to-date teaching resources and technologies. Other teaching areas, such
as the prefabricated classrooms, are untidy, poorly decorated and cold, with few displays
and insufficient access to teaching facilities. Many of the study, common room and
canteen areas are cramped at certain times of the day.
English and modern foreign languages (Requires improvement)
In the best lessons, students use mobile phones and online resources for research.
Students in A-level language and literature accessed a student surfer website and used
Twitter to communicate with each other. Students studying A-level Spanish successfully
prepared for a lesson by electronically posting ideas prior to the start of the session.
However, in other courses, electronic media and information technologies are not used
to engage students interests and encourage students to incorporate them into their
learning.
Visual and performing arts (Requires improvement)
All students are set target grades for achievement based on their GCSE score on entry
and students and parents are regularly informed of their progress. Teachers maintain
blogs rich in resources and provide prompt feedback to electronic queries received from
the students. However, written feedback on standards and progress is inconsistent, lacks
detail and some students hold unrealistic expectations about their progress.
42
Hertford Regional College (General FE College)

Lead Inspector: Kenneth Jones HMI

In the good or better lessons learners are well motivated, learning is fun and teachers
have high expectations. Planning to meet the needs of all learners is robust in these
lessons and teachers use directed and probing questions to explore learners
understanding effectively. Many teachers are adept at using technology well such as
interactive whiteboards and tablet computers to enliven lessons and stimulate
discussion.
Most learners take responsibility for their own learning and appreciate the importance of
developing independent learning skills. Many learners make good use of resources
available on the college virtual learning environment which help them develop as
autonomous learners but not consistently so across the college. There are also
differences in the extent to which teachers make resources available across areas of
learning.
In a minority of lessons teachers fail to motivate learners, activities are not tailored
sufficiently to meet the needs of individual learners who either find tasks too difficult and
fall behind or become bored and distracted due to lack of challenge. Learners are often
unclear of targets and expectations, and teachers do not check their learning sufficiently.
Electronic white boards are not used to their full potential to motivate learners.
The college has good links with local authority care services and other agencies. Bullying
is not tolerated and the college is careful to ensure learners know what to do should
incidences occur and how to use social media safely.
Engineering and motor vehicle (Requires improvement)
Learners have access to some good on-line learning resources which are supporting their
progress and helping them develop the skills they need to learn independently. The
college virtual learning environment is well populated with resources for electrotechnology and resources suitable for mechanical and motor vehicle engineering are
improving.
Sport, leisure and recreation (Good)

Information and computer technology is used effectively by teachers and with
confidence by learners during assessments. In one lesson learners connected gym
equipment to an electronic white board to give a highly effective presentation.

Resources to support learning are good but teachers do not use information and
communication technology imaginatively and sufficiently to enhance learning. In too
many lessons, teachers only use electronic white boards to display information and do
not use them to their full potential as interactive tools to challenge and inspire their
learners.
43
Hertford Regional College (Contd.)

Information and communication technology (Good)
The college virtual learning environment is used well by learners, both during lessons
and outside the classroom, to develop their independent learning skills. Resources to
support teaching and learning are good and learners have access to industry standard
software and specialist resources.
Learners make good progress and are clear about what they need to do to achieve their
goals. Progress and improvement targets held on electronic learning records are used
well by teachers to support improvement.
Hospitality and catering (Good)
Facilities in the training kitchens and restaurant meet industry standards and resources
are good. Teachers use interactive white boards effectively, and recent improvements
have been made to the quality of handouts. Learners make good use of the electronic
resources available on the college virtual learning environment when working
independently.
Business studies (Good)
Classrooms are well equipped and teachers make regular use of electronic whiteboards,
although not always to their full capability, to stimulate learning. Resources such as
handouts and workbooks are mostly well prepared and used well to support learning
although the relevance of materials to workplace situations is not always explored fully.
Teachers make good use of the college virtual learning environment to support learners
both within and outside the college. Learners do not however always make best use of
the resources available to develop as autonomous learners.
Reviews of progress are detailed and useful teachers give prompt feedback verbally and
in writing via the virtual learning environment.
44
Huntingdonshire Regional College (General FE College)

June 2013; OE(3); PI(3); OfL(3); QTLA(3); ELM(3)
Lead Inspector: Richard Pemble HMI
Make better and more consistent use of resources to support learning via the virtual
learning environment in order to support independent learning.
Most learning resources are fit for purpose and teachers use these appropriately to
support learning. In a minority of subject areas, the virtual learning environment (VLE)
provides learners with a good range of useful and varied materials to help them learn
outside lessons. In several subject areas however, either too few or largely bland
materials are on the system for learners to use.
Independent living and leisure skills (Good)

Across all programmes, learners are very positive about their learning and benefit greatly
from actively participating in a wide range of practical activities. Teachers use an
extensive range of learning resources well, including the use of technology and specialist
equipment, which supports learners progress very well.
Customer service and business administration (Inadequate)
Learning resources are satisfactory. Assessors demonstrate appropriate knowledge of
the sector. Assessors do not use information learning technologies effectively to support
the recording of professional discussions. Handouts used by assessors are of a
satisfactory quality.
Hairdressing and beauty therapy (Good)
Learners and teachers use an electronic tracking system effectively and teachers
encourage learners to plan and agree their own targets. One to one tutorials focus
effectively on learners actions to achieve units of their qualification and the resolving of
wider issues that could affect their progress.
Links with parents and carers are good, with some very effective use of social media
which helps to ensure effective communication.
45
John Leggott Sixth Form College (Sixth Form College)

Lead Inspector: Susan Harrison HMI
Good use is made of information technology to enliven some lessons. For example,
learners on a travel and tourism course used online discussion boards effectively to
share ideas about survival in an air crash. Use of the colleges virtual learning
environment is mixed. In the best examples, teachers provide a good range of
interactive resources which learners can use to extend their knowledge and
understanding. Less effective examples are where teachers just use the system for
posting basic course documents.
A recently introduced electronic system provides a comprehensive summary of learners
performance to help monitor their progress. Communication between subject specialists
and pastoral tutors (known as community mentors) is generally good. Community
mentors set short-term improvement targets with their students and most learners have
regular individual reviews with their mentor.
Business studies and law (Requires improvement)
In the better lessons, classroom delivery includes a range of activities which encourage
learners to work independently and collaboratively, for example, where learners worked
effectively in groups to research and prepare a promotional marketing campaign.
Accommodation and resources could be used to aid learning more effectively by
improved use of interactive technology and by ensuring group work takes place in rooms
that can be organised appropriately.
Support for learners is good and they value the help they receive from additional support
tutors in lessons, the community mentors and learning mentors. Learners can keep up to
date with the progress they are making by checking their electronic progress tracker,
and they know where to seek extra assistance if required.
Humanities and social sciences (Requires improvement)
Learners access a good range of resources, including useful teacher-produced booklets.
Good use is made of the colleges virtual learning environment in most subjects. In
psychology teachers have recently added excellent work produced by students as
learning and revision aids. In history and sociology self-supportive lessons are available
on the intranet to help learners.
Visual arts and media (Good)
Learners have access to good resources. They are surrounded by good quality and
imaginative examples of relevant contextual displays. Access to computers and specialist
equipment and materials is good.
46
Joseph Chamberlain Sixth Form College (Sixth Form College)

Lead Inspector: John Evans HMI

The quality of resources to support learning is good and successful teachers prepare
engaging learning materials. The colleges virtual learning environment (VLE) is not yet
sufficiently well populated or used to support more independent learning. Inspectors saw
few examples in lessons of teachers using the interactive features of information and
learning technology (ILT) imaginatively. The library is a hive of silent and well-focused
learning activity from early morning until late evening. Students also use the individual
and group cluster areas around the college well for discussion and private study.
Resources are good although not enough use is made of ILT in some areas.
Visual Arts & Media (Good)
Good teaching promotes independent learning and students confidence to discuss and
analyse work, particularly in media and film studies. Teachers structure lessons well,
enabling students to develop new skills using traditional techniques and new
technologies.
Teachers make good use of ILT in most lessons. The VLE is satisfactory overall, but
media and film students in particularly value the extra resources it provides.
Humanities & Social Sciences Media (Good)

Good Resources are good and students have textbooks, handbooks and a range of good
study booklets. Students make good use throughout the day of both the library and the
computers available in the resource centre for independent research. The VLE is underdeveloped for these subjects, which limits students access to resources which would
further extend their ability to work independently.
The use of ILT in the classroom is often unimaginative and this limits the opportunity to
provide students with a wider range of challenging material.
English (Requires improvement)

The VLE provides material to support and extend learning on most English courses but
there is no monitoring of English students use of the VLE so its impact is unclear.
Teachers miss good opportunities to introduce greater variety into lesson activities
through the use of ILT.
Business & Law (Requires improvement)
Teachers use ILT at a basic level to provide presentations but not in more imaginative
and interactive ways.
47
Kingston College (General FE College)


Many students make very effective use of technology such as tablet computers, mobile
telephones and the virtual learning environment. These skills improve students ability to
learn independently and greatly enhance their skills for progression into employment and
higher education.
Many students use information and learning technology very adeptly. For example, their
use of tablet computers, mobile phones and the colleges virtual learning environment
enables students to learn independently and productively. Such technology is also used
as an effective medium for communicating with employers and parents. A few areas of
the college are less advanced in using technology as effectively as others.
The use of presentation technology, which stimulates students understanding and
interest in theory lessons, is generally well used with animation, graphics and video clips.
However, in weaker lessons, teachers provide insufficient challenge for more able
students, resulting in some students not being able to achieve their full potential.
Teaching and learning resources are good and teachers plan to use them well so that
they enhance learning. Classrooms and computer suites are well laid out and contain
vocation wall displays which add interest and motivate students well. Computer
laboratories provide students with good facilities to build and manage computer
networks. The use of presentation technology, which stimulates students understanding
and interest in theory lessons, is generally well used with animation, graphics and video
clips.
In good or better lessons information and learning technology is used particularly
effectively. Teachers use interactive whiteboards imaginatively to enhance learning.
Teachers ensure that the use of tablet computers is very well integrated into lessons;
students use these effectively to gain instant access to the internet for research.
Visual arts (Good)
Teachers make effective use of information and communication technology in all areas
as an interactive learning tool. In addition, most teachers upload lesson plans and
supporting materials, including video clips and web links, on to the college learning
environment, thus enabling students who have missed a lesson to keep pace with their
peers.
Teachers and students use technology effectively to track and monitor students
attendance and their submission of work, but the monitoring of students academic
progress receives insufficient focus.
48
Kingston College (Contd.)

Health and social care and early years and play work (Good)
The virtual learning environment is well populated with resources and used successfully
by students and teachers to support learning. Lesson information is updated regularly
and supplementary material is made available. Good use is made of online learning for
some students as an alternative to paper-based portfolios.
Assessments are well organised and rigorous. Teachers return marked work promptly,
with detailed written comments which students value and which help them to improve
their work. Students make good use of the assessment and revision materials posted on
the colleges virtual learning environment.
49
Kingston Maurward College (Specialist College)

Lead Inspector: Bryan Davies HMI

Students and teachers make insufficient use of information and learning technologies
(ILT) in lessons. In one subject area, football, the virtual learning environment (VLE) is
developing very well to extend students learning beyond the classroom. In most
curriculum areas the VLE is underdeveloped, restricting students opportunities for
directed self-study and developing independent learning skills.
Agriculture & countryside (Requires improvement)
In the better lessons teachers use information and learning technology (ILT) well to
enhance learning, and students are encouraged to share their views and evaluate
previous activities.
Sport leisure & recreation (Requires improvement)
In less effective lessons, teachers do not plan teaching and learning effectively to meet
the students individual needs, particularly in classroom sessions. Their use of technology
is uninspiring and they do not check sufficiently on learning.
Tutors and students on football courses make good use of virtual learning technology to
share resources, including video and photographic records of previous learning activities,
and promote interactive activities. Football students use the VLE to access tutors outside
timetabled lessons and develop independent learning skills. For students on other
programmes, the VLE is less well developed and used and mostly contains assignment
briefs and lesson material.
50
Kirklees College (General FE College)

Nov 2012; OE(2); PI(4); OfL(2); QTLA(2); ELM(1)
Lead Inspector: Andrew Johnson HMI
Teachers use a good range of online resources including the virtual learning environment
(VLE) which is frequently effective in improving learning.
Good initial assessment for all learners ensures that they understand the areas they
need to focus on. The recently introduced electronic individual learning plan (eILP) helps
learners and staff to monitor progress and set challenging targets. Work-based learners,
particularly on engineering programmes, benefit from frequent and well-planned
assessment.
Health and social care (Good)
Most teachers use technology well to bring learning to life, for example by showing a
video clip on how to develop interview skills. However, this is not always the case and
the VLE is not used consistently well to extend learning or gain information on topics
such as health and safety.
Sport, recreation and leisure (Good)
The use of information and learning technology across the area is good; teachers use
this to good effect in lessons and to support learning outside of the classroom. The eILP
is used well to set targets and monitor progress.
The VLE is used effectively both during lessons and outside the classroom to promote
independent learning skills. Learners develop their knowledge and skills by using the
good range of resources available on the VLE, which include guides, quizzes and activity
sheets.
Challenging targets help learners become more ambitious and has a positive impact on
attendance, which is high. Tutors track learners progress well using eILPs and
monitoring software. This has helped tutors to identify learners who are at risk of not
meeting targets and enables earlier intervention.
Teachers make good and effective use of the VLE during and outside practical and
theory sessions. For example, online clips showing a nationally recognised stylist inspire
the development of long-hair work in class. Learners use homework well to research into
creative hairstyles using the internet.
Performing Arts (Good)
Specialist accommodation and resources are good and classes take place in a dedicated
centre that has spacious studios and a wide range of resources. Editing and sound
equipment provide learners with very good opportunities for independent learning.
However, some areas make insufficient use of the VLE.
Effective teaching and learning assists learners in improving their communication skills.
Clear targets are agreed in tutorials and progress is monitored well. The use of
electronic individual learning plans has helped in this process by promoting appropriate
targets for learners.
51
Kirklees College (Contd.)

Visual Arts (Good)
High standards of learners work across all courses are underpinned by good
observational drawing including the study of life models. Graphics and photography
learners produce striking images using industry-standard equipment and they utilise the
VLEs store of teaching resources effectively. However, a few staff do not fully exploit
this facility and their learners do not benefit sufficiently from the resource.
Teaching accommodation and resources are excellent; however, the great demand for
computers occasionally prevents students from using them outside of their taught
sessions.
High-quality support ensures that the assessment of needs is accurate and systematic
and, as a result, individual learning plans contain specific targets that are realistic and
challenging. Good individual learner support ensures that plans are reviewed and
progress is monitored regularly; however, a few teams use the eILP less effectively.
Feedback from tutors is generous and motivating and helps learners to acquire new
knowledge, develop their skills quickly and identify what they need to do to improve.
52
Knowsley Community College (General FE College)

http://www.ofsted.gov.uk/inspection-reports/find-inspection report/provider/ELS/130486

Many teachers and trainers make good use of new technologies to help students to
learn. Interactive whiteboards are often used adeptly to extend and enliven learning.
The colleges virtual learning environment (VLE) is used well by students, both as a
repository of teaching materials and, increasingly, as a resource for extended study.
Resources generally are good, although classrooms in some areas of the college are
uncared for and do not provide an attractive learning environment.
Engineering (Good)
Teaching and learning in the majority of lessons are well planned. Students participate in
a range of activities that challenge and motivate them. Interactive learning technology is
used imaginatively to aid understanding; for example, through video clips showing
animated electrical circuits and moving vehicle transmission systems.
Students prior abilities and needs are assessed at the beginning of their course and their
progress is closely monitored. Teachers agree actions with students to improve their
work; these are recorded online and reviewed during tutorials. Students receive good
pastoral support throughout and a series of themed tutorials help students to develop
wider life skills. For example, in one tutorial session, students focused on how to
promote themselves to a potential employer through curriculum vitae writing.
Foundation English (Good)
Students benefit from teachers imaginative use of information and learning technology
to deepen their knowledge and understanding of key learning points. In one functional
skills lesson a group game on the interactive whiteboard successfully reinforced the
difference between the language of informative and persuasive writing styles.
Business studies and law (Good)
Independent and peer learning are used effectively in most sessions. Many lessons begin
with a dynamic starter activity to stimulate thinking and encourage punctuality.
Information and learning technology are often used effectively, but more could be done
to enhance learning, for example by using mobile phone technology. The VLE is used
and valued by students.
Foundation mathematics (Good)
Teachers use a good variety of learning materials to support students to develop their
numeracy skills. The VLE contains a useful range of numeracy-related learning materials
and teachers actively encourage students to use the on-line resources to extend and
consolidate their skills. Short video clips, songs and rhymes are used well to help
students to remember the language of mathematics.
53
Lambeth College (General FE College)

Lead Inspector: Kenneth Jones HMI
Information and communication technology (Requires improvement)

Teaching and learning in better lessons are well planned. Teachers challenge and
motivate learners through quizzes and stimulating activities, and often use interactive
learning technology well to enhance learners interest and understanding. For example,
learners developed commercial-style websites using a specification provided by a
customer in one lesson, whilst in another, students employed high-level skills to produce
animated sequences using computer gaming software. Too many lessons are
uninspiring, however; they fail to motivate learners sufficiently.
Business Studies (Requires improvement)
Accommodation and resources are good and learners competently use computers which
are readily available. Learners employ the recently-developed on-line business resources
extensively for research, to email assignments to staff for marking, or to catch up on
missed lessons. Too few teachers use information and learning technology imaginatively
to enliven presentations with video clips or graphics.
Assessment practices are generally good. Staff use a wide range of assessment
methods, including good questioning techniques, to test knowledge and understanding.
However, while some staff provide written feedback of a high quality which clearly
informs learners what they need to do to improve their grades, others provide only
cursory comments. Learners are very positive about their progress, which is carefully
tracked electronically.
Early years and play work (Good)
Tutors and teachers provide good support to learners and successfully encourage them
to become autonomous and independent learners. Learners have access to good
computer-based resources which enable them to fit their study around family and work
commitments when not at college.
Resources in laboratories are good and a wide range of useful resources are available
electronically on-line to support learning. Learners are increasingly using these materials
to develop their independent learning skills, although not consistently across all subjects.
54
Lancaster and Morecambe College (General FE College)

Lead Inspector: Sue Harrison HMI

In a few lessons, teachers fail to enhance learning by the use of information technology.
Teachers make sure learners understand the relevance of theory in practical care
settings, such as those used to help explain how ageing can increase isolation and
reduce well-being. This inspires learners, helping them to develop greater awareness of
the principles and values which underpin effective health and social care services. In the
better lessons, teachers use technology very effectively to illustrate key learning points
such as three-dimensional imaging in a laboratory session to illustrate the effect of
temperature on human physiology.
The use of technology is variable. In some lessons, computers are not used effectively to
help learners enjoy and understand points. In other lessons, electronic resources are
used well, for example to show a professional working area which effectively displays the
required professional standards. Learners are encouraged to use the colleges intranet to
carry out research and develop their independent learning.
Assessment is well organised. The diverse range of high quality assessments encourages
original independent learning. Many assignments are submitted electronically and
feedback from teachers is rapid. Learners value the timely marking of their work and the
comprehensive feedback they receive in many cases. They also appreciate the
availability of assessment materials posted on the colleges intranet. This resource also
allows learners to retrieve presentations from classes and other learning materials to
help them develop their ideas.
Feedback to learners is prompt and contains clear guidance on how they can improve
their work. Teachers are skilful in using a range of techniques to assess learners
knowledge and understanding, particularly on interactive media courses.
Students learn well because they are encouraged to be creative thinkers, to apply
problem-solving skills and to be reflective and evaluate their work carefully. In an
innovative games development lesson, learners set up their own design company and
supported each other to design a games product using a social network site and blogs.
Business administration (Good)
Accommodation and learning resources are of a good standard, with all learners having
easy access to computers.
Sport and leisure (Good)
Teachers plan lessons well with interactive learning activities to stimulate interest and
encourage learners to take responsibility and develop independence. Development of
literacy, language and numeracy in lessons is good, for example a sheet on muscle
terminology used phonetics to help learners remember specialist vocabulary. The use of
information technology to support learning is inconsistent and not used sufficiently in
some lessons.
55
Leeds College of Building (General FE College)


The quality of teaching and learning in theory lessons is variable. Teaching in theory
lessons equips learners with the required knowledge and understanding to enable them
to complete practical tasks, although this is more effective on higher level courses and in
classes for apprentices. In the best lessons teachers use a wide variety of techniques to
motivate and engage learners including discussion and debate, targeted questioning,
and the use of information learning technologies (ILT).
High quality resources support teaching and learning effectively. Learners benefit from
realistic working environments in many practical workshops. Classrooms are well
equipped with ILT. The colleges virtual learning environment (VLE) is a valuable
resource that enhances learning and encourages students to learn independently. The
VLE is used well by teachers and learners on building services programmes and on
construction management courses but is not yet used to its full potential to support
learning and development on several construction craft courses.
Construction crafts (Requires improvement)
The use of technology to support teaching and learning requires improvement. Too few
learners use ILT and the colleges VLE to broaden approaches to their learning and to
develop independent study.
Foundation English and mathematics (Requires improvement)
Taught sessions in English vary in their quality and most are in need of improvement.
The weaker lessons are characterised by poor planning and behaviour management,
ineffective use of technology, and insufficient resources.
The teaching of mathematics is good and motivates learners to develop and extend their
skills and relate these to their vocational studies. Lessons are varied and challenging,
and learners involvement and interest are maintained. For example, learners develop
skills through practical measuring activities and ILT is used well to collate results.
Teachers enhance the delivery of mathematic skills by good collaboration with specialist
vocational tutors.
Engineering and manufacturing (Good)
In the most effective theory sessions activities are well planned by knowledgeable and
experienced teachers. They use varied questioning techniques well to check
understanding. In a small minority of the less effective theory sessions, teaching was
uninspiring, lacked pace and not all learners were fully engaged. In the majority of
theory sessions ILT is used appropriately and effectively to enhance the learners
experience.
56
Leyton Sixth Form College (Sixth Form College)

This is not yet an outstanding college because:

Staff do not make enough use of information and communication technology (ICT) to
stimulate and enhance learning in the classroom and beyond.
Improve the quality of teaching, learning and assessment to outstanding by ensuring
that teachers:
- make full use of ICT in lessons and through the colleges virtual learning
environment (VLE) to enliven and enhance learning.
Students behaviour is exemplary. The college develops students well as independent

learners through a range of strategies and techniques including research and study
skills, access to quiet study areas and use of the VLE. The strong mutual respect and
good relationships between staff and students are a strength of the college.
Many subjects have imaginative electronic resources available on the VLE that enhance
and facilitate the assessment of learning. However, the VLE is underdeveloped and in
too many subjects it is used mainly as a repository for course information and
examination guidance materials. Similarly, not all teachers use the widely available ICT
facilities to best effect.
The new accommodation and resources provide a modern and bright environment as
well as excellent new specialist facilities to support subject teaching and community use.
Just as importantly, the central learning areas provide easy access to computers and
other resources to help students to learn independently.
Mathematics (Requires improvement)

Teachers seldom use computer demonstrations to aid understanding, and do not give
enough attention to ensuring that students use the correct mathematical terminology
and layout. The VLE is underdeveloped for mathematics, and students say they use it
less in mathematics than in their other subjects.
Sociology and psychology (Requires improvement)
Students receive good individual support from teachers. The learning resources on the
VLE support learning well, and include mind maps, hand outs and past examination
papers with model answers. AS students receive good support from second year A-level
students who, in turn, are mentored by former students who are now at university.
English (Good)
Students literacy skills are developed through teachers paying close attention to
language errors, students assessing their own and each others work, and good use of
the VLE.
57
Longley Park Sixth Form College (Sixth Form College)

An increasing number of students use the colleges virtual learning environment for
independent study. Information learning technology is used imaginatively in a few
subject areas. For example, sports students demonstrate the skills involved in forehand
table tennis and at the same time explain the technique while being filmed on camera.
This is then watched and used for assessment by students and teachers. However, the
use of interactive features of information learning technology to support learning is
underdeveloped in most lessons.
Students and staff use the new electronic monitoring system confidently and this has
increased the effectiveness of identifying students who are at risk of not making the
progress expected of them. Prompt actions by most teachers mean that more students
in the current year are staying to achieve their qualifications. However, teachers set
insufficiently challenging targets to motivate students to achieve their best. The quality
of progress reviews between teachers and students is inconsistent.

The introduction of an electronic system has allowed teachers and managers to monitor
students progress more frequently and to intervene more speedily when students are
not meeting their targets. It is too soon to know whether this will be reflected in
improved outcomes, although in-year data show improvement in achievement in a
number of subject areas.
58
Loughborough College (General FE College)

The college is good because:

Specialist support staff and learning coaches provide good support for learners in a wide
range of ways including making very good use of electronic resources.
In vocational areas, mostly high quality resources enhance learning well. Classrooms are
well equipped with information and communication technology, which teachers and
learners often use well. However, in a few cases related to learners internet use,
teachers do not promote the use of credible sources or provide sufficient structure to
learners research and independent work to ensure it is of high quality and constructive.
Most learners use the web-based virtual learning environment LearnZone well. This
flexible and easily accessible resource holds a wide range of information and learning
materials. Teachers refer to its use frequently in lessons to augment learning and
learners respond well.
Effectiveness of leadership and management (Good)
Bullying is not tolerated; learners are made aware of how to stay safe and how to report
bullying including the appropriate use of social media.
Engineering and motor vehicle (Requires improvement)
Classrooms are well equipped with information and learning technology. A few theory
lessons take place, inappropriately, in computer rooms and a minority of practical
electronics lessons takes place in unsuitable general classrooms.
Sports studies (Outstanding)
Teachers use technology very effectively to promote learners independent study.
Learners use the high quality learning materials and links to further learning and
research available on LearnZone extensively.
Trainers, learners and assessors use information and learning technology well to prepare
for workshops and reviews. Learners use information held on LearnZone well to
reinforce their understanding such as factors affecting performance. However, trainers
development and promotion of electronic resources are not fully comprehensive
including meeting the needs of the broad range of elite athletes.
Foundation English and ESOL (Good)
Teachers use a good range of motivating learning activities supported well by resources.
They use technology very effectively to present pictorial images clearly, promote analysis
of different forms of media and encourage learners to listen to narratives and music.
In a few lessons, teachers attention to developing learners handwriting is minimal and a
few become too reliant on word processing using a computer.
Health and social care, and child care (Good)
Teachers promote learners confident use of information and learning technology and
their good research and problem solving skills well.
59
Loughborough College (Contd.)

Sport (Outstanding)
Trainers, learners and assessors use information and learning technology well to prepare
for workshops and reviews. Learners use information held on LearnZone well to
reinforce their understanding such as factors affecting performance. However, trainers
development and promotion of electronic resources are not fully comprehensive
including meeting the needs of the broad range of elite athletes.
60
Lowestoft College (General FE College)

Lead Inspector: Rieks Drijver HMI

Teachers use information and learning technology imaginatively during lessons to
reinforce and extend learning. For example, during a lesson for foundation learning
about attitudes to disability, the teacher showed a recording of a disabled comediennes
act and then used the portrayal of disability through the effective use of humour to
capture the attention of the students.
Teachers do not use the virtual learning environment sufficiently to support students
with independent learning. On a minority of courses, students make effective use of a
wide range of resources, including discussion boards and web links. The use of
electronic portfolios on apprenticeship programmes is effective. However, on too many
courses teachers do not provide enough relevant resources for students to develop their
learning outside the classroom.
Engineering and manufacturing technology (Good)
Teachers deliver the majority of theory lessons well. They integrate the development of
mathematical skills well into lessons. They make excellent use of information and
learning technology and use examples of mathematics in industry to enable students and
trainees to apply these skills. Teachers integrate well-chosen examples of real life
incidents relating to oil rigs within health and safety training to make the subject
relevant to students and trainees future employment. In a small minority of theory
lessons, teachers inconsistent approaches result in a poor level of understanding by
students.
Teachers skill in supporting students with all aspects of the use of English is variable.
They plan theory lessons well with a wide range of activities, including well planned and
effective use of information technology, so that students develop their reading and
writing skills and present work to a high standard.
61
Macclesfield College (General FE College)


Teachers and students use information and learning technology creatively and
extensively. For example, students in an applied science lesson worked in groups using
the interactive whiteboard to identify glands and their function. In art and media
courses, students use online diaries and social media to work collaboratively and
successfully outside their lessons. Students successfully develop independent learning
skills through use of the colleges virtual learning environment (VLE). However the VLE is
not yet used consistently well to enable students to extend their learning outside the
classroom.
Engineering (Requires improvement)
In the better theory lessons, teachers use technology successfully to develop students
independent learning.
Hairdressing and beauty therapy (Requires improvement)
Students use of the VLE is improving. They download photographs of their completed
work, before cropping and pasting them into assignment templates. Learning is
enhanced through additional activities, such as photo shoots, visiting speakers and
involvement with internal and external competitions.
Feedback to students is timely and contains clear guidance on how they may improve
their work. Most teachers mark and correct individuals grammar and spelling on a
regular basis. Sometimes this is completed online and highlighted in colour, providing
more instant and memorable feedback. Teachers are proficient in using a range of
strategies to assess students knowledge and understanding across all courses. Targetsetting is well developed and students are fully briefed on what they need to do to
improve their work.
62
Myerscough College (Specialist College)

Lead Inspector: Simon cutting HMI

Learners and teachers have inconsistently effective access to, and use of information
and communication technology (ICT), including assistive technology and the virtual
learning environment (VLE).
Improve access to appropriate technology across the college by implementing the plan
already in place and by providing additional specialist resources and assistive
technologies for learners on independent living and leisure courses.
ICT is used very effectively in work-based learning to assess learners competence and
progress, but for college-based courses its use to aid learning and assessment is more
mixed and on a number of courses it is little used. Inspectors saw very good examples
of teachers and learners using the colleges VLE and devices such as smartphones.
Learners report difficulty in gaining access to computers at busy times. The college is
aware of these issues and plans are in place to invest further in infrastructure and staff
training.
Horticulture, sports turf and arboriculture (Good)
Learners demonstrate good ICT skills despite having difficulties in accessing college
computers at peak times. Mobile technologies are used well, providing teachers with a
range of images to enhance lessons, and learners with a wide range of photographic
evidence for assessment purposes. Learners develop good skills using computer-aided
design programmes. Not all learners use the VLE effectively to support their independent
learning.
Independent living and leisure skills (Requires improvement)
ICT is insufficiently available in classrooms and the range of assistive and adaptive
technology is very limited. This was an area for improvement at the time of the last
inspection. Staff have not had sufficient training on learning strategies to support
learners with complex and multiple learning difficulties and to establish professional
boundaries.
Animal Care (Good)
Learners receive good tutorial support. With their tutors they use the VLE well to
identify, set and review target grades. Most tutors discuss and record progress at
tutorials well. In a minority of cases, learners targets and action plans are insufficiently
detailed to help them know what they need to do to succeed.
Trainee veterinary nurses use the VLE frequently, although its use is not thoroughly
audited. Animal care apprentices and employers use well established electronic portfolios
in which to complete their work and assessors use ICT well to communicate with them.
63
Myerscough College (Contd.)

Motor vehicle (Good)
Teachers make good use of ICT including the VLE to support learners independent
learning. The VLE provides learners with an extensive range of motorsports materials.
Tutorials are effective. Learning support staff work well with teachers to support
effectively learners with additional needs. Electronically based individual learning plans
include a good range of information about each learner and this is used well to monitor
learners progress.
Agriculture and environmental conservation (Outstanding)
Learners agree robust and challenging targets, which are recorded in electronic
individual learning plans. Learners, with their teachers, make very good use of these
plans, which contain other helpful information, during highly valued tutorials to monitor
their progress.
64
New College Nottingham (General FE College)

Lead Inspector: William Baidoe-Ansah HMI

Resources to support learning are good. The learning resource centres are equipped well
and learners make good use of them to develop their learning. The colleges virtual
learning environment (VLE) teachers are using with increasing effectiveness to add
interest to learning.
Independent living skills (Requires improvement)
Resources for learning are less than good. Not all classrooms have access to technology.
Connectivity to the internet is too slow at one of the college sites. In most practical
lessons teachers use varied and stimulating resources to support learning. However, in
too many theory lessons teachers rely too heavily on worksheets.
Business management and administration (Requires improvement)
The planning for, and integration of, equality and diversity in lessons is underdeveloped.
Teachers do not take sufficient advantage of the frequent opportunities that arise in
lessons to promote equality and diversity with their learners. Learners do not develop an
appropriate understanding of these areas in preparation for the roles and responsibilities
they may hold in the workplace as managers and professional practitioners. In one
administration lesson, good use was made of interactive technology to assess learners
responses to an equality and diversity quiz, but the teacher did not use the opportunity
to explore follow up answers in any depth.
Science (Requires improvement)
Resources for learners are satisfactory. Laboratories, technician services, practical
equipment and other teaching materials are mostly good. For example, the Basford Hall
site has a well-equipped facility for dedicated crime scene investigation. However,
resources to support independent study are insufficient. The science virtual learning
environments are not interactive and learners do not use them well. Learners do not
have sufficient access to the available online resources.
The use of online personal learning plans to set high quality and specific targets, which
teachers will routinely monitor, is currently underdeveloped. Managers recognise this is
an area for improvement and they are developing a new system to standardise individual
learning plans to ensure all learners receive challenging and clear targets that are
monitored more regularly to help them achieve.
Good quality text materials help learners link theory with practical work well. However,
the use of ICT in lessons requires improvement, as there are few computer resources
available to learners to support and develop their learning.
65
New College Telford (Sixth Form College)

This college is good because:

The learning environment has improved markedly with new and refurbished
accommodation and improvements to information and learning technology.
Teachers plan students learning carefully and schemes of work are often
comprehensive, shared with students and include a wide range of suitable tasks and
activities. Teachers expect students to prepare for lessons and most provide good
resources to support this. In a few subjects, the limited information available on the
virtual learning environment reduces students opportunities to augment their studies.
Managers have arranged for the recent refurbishment of many classrooms and improved
students access to information and learning technology. Learning resource centres are
well equipped. The standard of learning materials is generally high. Not all science
rooms have enough equipment and the design workshops lack digital technologies.
Social sciences including psychology (Good)
Students and teachers make very effective use of a wide range of information and
learning technology in their research. Psychology students use mobile phones for
research, for example, to explore the differing theories on the causes of depression.
However, in a few lessons, teachers and students do not exploit sufficiently the learning
potential of information technology, for example, through dull and unimaginative use of
interactive whiteboards.
Good and frequent staff development activities match well teachers development needs,
which lesson observations, appraisal and the course reviews clearly identify. However, a
few observers evaluation of independent learning and assessment lacks rigour.
Teachers good practice is recognised and shared well in development activities.
Teachers have good resources including improved information and learning technology.
This has helped them raise the standard of teaching and learning.
66
Newham College of Further Education (General FE College)


In the less effective lessons, teachers make little use of technology to enhance and
enliven learning. They fail to plan effectively for the diverse needs of the learners in the
group and give insufficient attention to the results of the initial assessment of each
learners needs. Many teachers talk too much in lessons and do not plan adequately for
group work and other activities to develop independent learning.
Teachers do not use a sufficiently wide range of activities to meet learners different
learning styles and levels of ability. Teachers tend to dominate the lessons by talking too
much, which prevents learners from practising independent or collaborative learning.
Teachers do not use information and learning technology (ILT) effectively to stimulate
learning, including the colleges virtual learning environment (VLE). The standard of
learning resources on the VLE varies too much and, in some subject areas, it contains
insufficient materials for learners to use.
In the majority of lessons, teachers make good use of ILT to support learning. However,
some do not use the electronic whiteboards in classrooms to their full potential. Learning
resources are generally dull and uninspiring and many paper-based materials are of poor
quality. The VLE provides a useful additional learning resource for learners, but is not yet
sufficiently well developed to inspire learners fully.
The electronic individual learning plan involves learners effectively in setting their own
targets, but is not fully integrated across all courses. Targets for learners are often too
general and do not provide them with sufficient detailed information on what they have
to do to improve their skills and work.
Business studies (Requires improvement)
The planning of lessons is generally effective but, too often, teachers do not adapt their
teaching sufficiently to meet the needs of individual learners. Many classrooms are very
well equipped but teachers do not always use the learning resources at their disposal to
create imaginative activities for learners. The VLE is well populated, with a wide range of
resources for business which learners value and use productively to catch up on missed
to work and to revise for examinations.
Admin and customer service (Requires improvement)
Learners make good use of the internet for independent learning between assessors
visits, particularly for researching relevant legislation and current business practices.
However, most learners do not have access to sufficient learning resources and are not
able to use the good materials currently available on the colleges VLE.
Assessment is generally effective. More frequent assessor visits, the widespread use of
electronic evidence portfolios and, in some cases, better use of workplace assessors,
have all helped to increase assessment opportunities for learners. Learners portfolios
contain a wide range of diverse evidence, but some assessment lacks sufficient rigour.
Learners understand how to improve as a result of the encouraging feedback they
receive from assessors.
67
Newham College of Further Education (Contd.)

Teachers use a wide range of good strategies in lessons to check learners
understanding of key topics, including the effective use of games and some innovative
use of ILT.
Visual Arts (Good)
Learning resources are generally good. The plentiful supply of machinery for use by
learners in lessons reflects industry standards. However, some teachers do not use ILT
or other innovative resources sufficiently to encourage learners interest. Some learning
materials are of poor quality and a few classrooms are too cramped for the numbers of
learners taking part in the lesson.
68
North East Worcestershire College (General FE College)

Lead Inspector: Steve Hailstone HMI
What does the college need to do to improve further?

Improve the quality of teaching, learning and assessment by:
- improving the effective use of information and learning technology including the virtual
learning environment
Information and learning technology to support learning is widely available across all
college sites. However, most teachers do not use it to its full potential. The colleges
virtual learning environment (VLE) contains useful resources to assist learners progress,
most notably on courses in in sports, public services and media studies. Teachers in
these curriculum areas use the VLE effectively to set, assess and return course work.
However, on the majority of courses, teachers make insufficient use of technology,
including the VLE, to develop learners independent learning skills.
Health and social care, Early years & play work (Requires improvement)
The resources to support learning, including information and learning technology, are
good. However, teachers do not use technology effectively to promote independent
learning.
Motor vehicle (Requires improvement)
In the better lessons, teachers plan learning well using a detailed knowledge of the
needs of individual learners. They set learners a wide variety of relevant and interesting
tasks, make particularly effective use of resources including technology and provide
extension activities to inspire and engage learners.
Resources to support learning are good. Recent investment in accommodation,
information and learning technology, and equipment, including high specification
motorcycles and vehicles, has enabled the creation of a professional learning
environment which is attractive to learners and employers.
Building services and construction crafts (Requires improvement)
Reviews of learners progress in the workplace are frequent but ineffective. A significant
minority of learners remain unsure about how to use the recently introduced electronic
portfolio and this limits its usefulness. Too many apprentices have submitted little or no
evidence of their progress despite having been on the programme for many months.
Accounting and finance, and Admin (Good)
Assessment practice is very good. On apprenticeship programmes learners benefit from
regular and flexible assessment and review visits. Assessors use an electronic portfolio
effectively and digital recording devices to record and provide feedback to learners about
assessment decisions.
69
North Nottinghamshire College (General FE College)


Improve the consistency of the effective use of the virtual learning environment,
individual learning plans and the marking and feedback of learners work, by increasing
the quality and quantity of scrutiny of these learning activities.
The use of information learning technology (ILT) and the virtual learning environment
(VLE) continues to develop and is good in several curriculum areas. In the best practice,
learning materials on the VLE are interactive and enable learners to further their
knowledge and understanding of topics covered in lessons. In other curriculum areas,
however, the VLE material consists of word documents or PowerPoint presentations from
previous lessons.
Building services and construction crafts (Inadequate)
Teachers use of information, learning and technology (ILT) in theory lessons fails to
engage learners, help them to make progress with their learning and challenge their
understanding. Many adopt a teacher-centred style through the use of PowerPoint
presentations, which lack interaction with learners. Building services learners have
insufficient access to information technology facilities, which adversely affects their
progress.
Accounting tutors make good links between theory, assessment, and employability. In
the best lessons, teachers use information technology resources very effectively to
enhance learning. In the less effective lessons, tutors do not maximise the resources
available, especially the use of interactive learning technology. The planning to develop
the employability and enterprise skills of learners is insufficient. Teachers arrange few
external speakers or trips or visits to enrich the curriculum.
Engineering and motor vehicle (Good)
Tutors have an excellent knowledge of learners pastoral needs. Teachers use ILT
effectively to engage engineering learners, but motor vehicle learners do not often
access the VLE to reinforce their learning.
The promotion and development of independent learning is good. During practical
lessons, learners are encouraged to set and review their own targets. Learners make
good use of a well-populated VLE to study outside lessons. They benefit from a wide
range of learning support resources to help them to complete assignments and tests.
70
Northampton College (General FE College)


Teachers direct students to the virtual learning environment frequently to augment their
study and help them learn to work independently, which works well to support formal
lessons.
Sport, travel and tourism (Good)
Teachers use information and learning technology well and sometimes imaginatively to
support teaching and learning. Students use the resources based within the virtual
learning environment widely to support their assignment work as well as to keep track of
their own progress through their e-learning plans. However, targets set by teachers in
these plans are not consistently specific or measurable.
Students and staff make good use of the virtual learning environment as a source of
worksheets, hand-outs and examination papers for practice. However, its use within
learning
Engineering, transportation operations and maintenance (Good)
Teachers plan learning well, including making good use of the high quality resources, to
meet individual apprentices needs. Staff encourage apprentices to develop their
independent learning skills both on- and off-the-job including through very good use of
materials available on the virtual learning environment.

Teachers and students make good use of the virtual learning environment. It provides a
comprehensive range of resources and is well used by students outside of timetabled
lessons. Students value the opportunity to revise lesson content or catch up on missed
work.
Students organise on-line or paper-based portfolios well and include a good range of
high quality evidence. Teachers feedback is thorough and mostly identifies clearly what
students need to do to improve. However, learning plans and associated targets for a
few students are too general and targets often refer merely to the completion of
coursework.
Business Studies (Inadequate)
Students make good use of use the virtual learning environment to access learning
materials to support their coursework.
Information and community technology (Good)
Students, directed by teachers, make good use of the well-populated virtual learning
environment to gain information about all aspects of their courses, including their course
targets, progress records and other related information. Students are fully aware of
targets and these are monitored regularly in tutorials.
71
Northumberland College (General FE College)

Lead Inspector: Heather Barnett HMI

The virtual learning environment (VLE) is a developing resource for students.
Initial assessment is used well to establish students starting points and additional needs.
Each student has an individual interview to review their progress every six weeks.
Individual electronic learning plans are developing that review all aspects of the
students progress and attendance, but teachers have yet to set short-term measurable
and time-bound targets to measure progress effectively. Too many students rely on the
teacher to supply them with information about their progress; they are not encouraged
to take responsibility for this themselves.
The colleges VLE is under-developed.
Student progress is monitored by a recently introduced electronic system.
Animal care and environmental conservation (Good)
Students make good use of ICT and mobile technologies in lessons. Students make use
of the VLE but further developments are required to extend independent learning
outside the classroom. Students engage in frequent reviews with tutors who carefully
consider current performance but students do not take sufficient responsibility for
monitoring their own progress.
Building and construction (Good)
Resources are good across all courses which support students practical skills
development. The quality of equipment often exceeds the requirement for the
qualification. For example, in the brickwork workshop three touch screen monitors
promote independent study and develop students research skills. However, insufficient
use is made of information learning technology to stimulate students interest.
Students make good progress on their programmes and gain a range of skills. For
example, in one lesson students were evaluating various websites to identify good and
poor features of web design. Students were encouraged to share their findings with each
other through the use of a discussion forum through the VLE. However, the VLE is not
always used effectively to develop students independent learning skills. Specialist
resources to support technical skills development are very good and this enables
students to gain vendor specific qualifications that are of industry standard.
Health, social care and childcare (Good)
Teachers set clear targets for students that have clear links to planned learning or
assessment. Students understand how they can achieve their targets and are making
good progress. Staff encourage students to become more independent in their learning,
in particular using an independent learning approach and online learning, websites or
written texts to extend their expertise and interests.
72
Norton Radstock College (General FE College)


Improve the standard of teaching, learning and assessment, especially in theory lessons,
by making sure that teachers use a wider range of teaching methods and improve their
use of information and learning technology (ILT).
Learners make little use of ILT in their lessons. In a minority of subject areas, the virtual
learning environment (VLE) is well developed and learners can locate good materials to
help them outside lessons, and can both submit their work and have it marked
electronically. In many other subject areas, however, few materials are placed on the
network for learners to use.
Health, public services and care (Requires improvement)
Teachers use their vocational knowledge and experience well to make sure learners
understand how to apply theoretical concepts, such as the stages of human
development, to their workplace experience. In the main, learners enjoy their studies;
they develop greater personal awareness and relevant vocational skills. However,
teachers do not make sufficient use of technology to support and promote learning.
Learners do not make enough use of ILT to widen their knowledge and understanding of
their industry. Teachers promote equality and diversity in salons and the workplace
through a culture of mutual respect. Other, wider issues of equality and diversity are not
sufficiently developed in lessons and training, and schemes of work do not contain
enough plans to promote equality and diversity in programmes of study.
73
Norwich City College of Further and Higher Education (General FE College)

Lead Inspector: Peter Nelson HMI

Most 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, in a minority of areas access to ILT and its use
is limited, which restricts learners ability to develop computer skills or benefit from the
technology.
Teachers are well qualified and experienced. They prepare workshop and classroombased theory lessons well and use their skills to design stimulating and interesting
learning activities. Teachers use new technologies, team teaching and peer assessment
to make learning informative and fun. Learners are motivated and make good progress
in lessons.
Sport and public services (Good)
Resources held on the colleges virtual learning environment are good and provide a
valuable interactive learning experience. Learners have very good access to ICT in
workshops and offsite venues. They use it to reinforce their knowledge and
understanding or to catch up on missed lessons.
Health and social care, early years and playwork (Good)
There are good physical resources for practical activities in both health and childcare,
however not all rooms are fit for purpose. Laptop computers are available, however
there is insufficient access to interactive whiteboards to enable learners to gain
confidence and competence in the use of resources that are now an industry standard in
the early years sector. There are strong collaborative links with staff in the library. This
helps ensure suitable resources and support are available.
74
Oldham Sixth Form College (Sixth Form College)

Lead Inspector: Anne Taylor HMI

Accommodation is of a high standard. Students benefit from a welcoming environment
that encourages learning through displays in well-resourced classrooms. An increasing
use of information and web technologies, especially the colleges virtual learning
environment (VLE), is used effectively and appreciated by teachers and students,
ensuring easy access to learning and assessment materials.
The majority of teachers set challenging individual targets for students that are
rigorously monitored both by subject and personal tutors. Teachers assess carefully and
systematically students learning and progress through a variety of methods such as
electronic tracking, regular progress reviews and tutorials. Students deemed to be at risk
of underperforming are subject to a range of intervention strategies such as academic
workshops and sessions on improving study skills and increasing motivation. The Russell
Group tutor groups are successfully raising the aspirations of the more-able and highachieving students.
Science (Requires improvements)
Students learning experience is significantly enhanced through the Regional Science
Centre. They enjoy superb facilities, which the well-qualified staff deploy effectively. The
centre successfully caters for a wide range of partners. Teachers use interactive
whiteboards and other technology effectively. For example, a video clip about
Huntingtons disease prompted thoughtful reflection in BTEC science, and social media
are used to set challenges in physics. Students value the extensive resources on the
colleges VLE.
English and Modern Foreign Languages (Good)
Teachers generally make good use of the technology available. For example, in one
modern foreign language session, the teacher made very good use of the interactive
whiteboard to play vocabulary noughts and crosses, which fully engaged learners and
aided retention of key words. In some sessions technology is not used imaginatively.
Business (Good)
Students make good use of information technology facilities in the well-resourced
classrooms and at home by accessing the VLE. BTEC students demonstrate effective
presentational skills in the preparation of assignments. For example, students make
good use of information technology skills to annotate and illustrate break-even charts so
they can be easily understood.
Social sciences and psychology (Good)
Learning beyond the classroom is good. A good range of trips and visits expands
students horizons. These include trips to factories, museums, universities and
Parliament. Homework arrangements are good. Teachers provide workshops and
revision sessions at lunchtimes, after lessons and during the holidays. However, the VLE
is a repository of useful but rather unimaginative information and its use by teachers and
learners is limited.
75
Plymouth College of Art (Specialist College)

Lead Inspector: Janet Mercer HMI
Outcome for learners (Good)

Students develop good creative design and making skills, and are confident in working
with various materials and techniques, including traditional craft skills as well as digital
media and technology. Frequent opportunities to work on live briefs, often set by
external clients, enhance students understanding of working in the creative industries.
For example, graphic design students gain confidence and experience through
presenting their ideas to, and receiving constructive feedback on the viability of their
design proposals from, external clients.
Students develop good evaluation skills so that they can accurately identify their own
strengths and areas for development. Foundation diploma students routinely use
excellent written journals to plan and review their work, justify choices made and
identify future actions. Teachers monitor closely how well students follow through these
actions to improve their work. Media students complete excellent illustrated blogs that
act as digital portfolios, reflective diaries and a thorough record of their progress over
two years.
76
Portsmouth College (Sixth Form College)


Students are strongly encouraged to become independent learners, making use of
excellent facilities to support their development. The learning resource centre and other
open access computer-based facilities are conducive to learning and provide ample
access to computers. Students confirm that they are set work to complete independently
and feel that the college supports them well to develop the necessary skills.
Many good learning resources are in place on the colleges computer network and in a
number of subject areas, teachers and learners use these well. The college encourages
teachers to share good practice in this area, but the network is not well used in all
subject areas.
Teachers work well together in visual arts to share good practice. For example, they
have collaborated effectively to develop websites and digital resources which enable
students to join digital communities of artists. A virtual learning environment (VLE) is
used well in media and communications. Students enjoy using these resources and value
the access they have to high quality resources and teachers feedback.
Health, social care and sociology (Good)
Teachers and students make very good use of computers and computer-based resources
to support their teaching and learning.
77
Redcar and Cleveland College (General FE College)

The use of information technology to support learning is effective, with many areas
making particularly good use of the colleges virtual learning environment so that
students can gain access to useful and stimulating resources outside lessons.
Engineering (Good)
Most lessons incorporate a good range of teaching and learning methods. These include
the effective use of information learning technology through lively presentations and
imaginative use of interactive boards. Learners skills are developed well through the use
of specialist computer software. Learners make good use of the colleges virtual learning
environment to help them carry out independent research and consolidate their
understanding of work covered in class.
Resources to support learning are good. The college workshop and laboratories are of a
high standard. Classrooms and computer suites are conducive to good learning.
Classroom management is good. Learners work productively and their behaviour,
attitudes, attendance and punctuality are good.
Construction (Requires improvement)

Although much of the teaching and learning is good, very little is outstanding. Teachers
fall short of producing exciting and inspiring teaching methods and activities. Few
teachers have developed innovative and original use of technology or exciting materials
to support independent learning.
Foundation English and mathematics (Outstanding)
Excellent use is made of new technology to support and stimulate learning, and learners
speak very highly of the range of interesting resources they can use during and outside
lessons. In mathematics, this includes the use of tablet computers to practice
mathematics for online tests.
Teachers use learning tasks and activities exceptionally well to motivate students and to
maintain a high level of work at all times in lessons. In one session, a group of
hairdressing and beauty therapy learners interacted well on the topic of the use of
mobile phones and social media. The confidence and oral skills they developed through
their presentations were directly transferable to their reception work in the salons.
78
Regent College (Sixth Form College)


Teachers are appropriately qualified and use and develop their skills effectively. In art,
graphics, ICT and media studios, staff and students benefit from excellent teaching
resources. MiPlace, the colleges VLE, is underdeveloped. It is used very effectively in a
few subject areas, but too many teachers use it mainly as an information repository.
Students that undertake work experience value the experience, but opportunities are
limited.
Teachers question and challenge students well, but sometimes they fail to elicit more
detailed responses by asking probing follow-up questions. Teachers use of ILT is limited,
but most students use computers with confidence.
The colleges virtual learning environment (VLE) system does not support learning
effectively outside the classroom and information learning technology (ILT) is not used
well by all teachers.
Improve the colleges VLE system by developing and implementing a learning strategy
that encourages students to use it more and thereby learn more effectively outside of
lessons.
Improve the overall standard of teaching by ensuring all teachers: use probing questions
to challenge students to think more deeply; use ILT more effectively; and use the results
of initial assessment in English and mathematics to plan lessons that better meet the
needs of all students.
Mathematics and science (Good)
The area of the VLE specific to science and mathematics is populated with appropriate
materials that help students to develop strong independent learning skills. Staff and
students make good use of ILT in the classroom. Students use laptops critically to
analyse their own work against set criteria to enhance their progress.
A strong emphasis on improving the quality of teaching and learning underpins the good
arrangements for the professional development of staff. Teachers are well qualified and
accommodation is generally satisfactory. Resources for science have improved
significantly since the last inspection. The VLE is well used in a few curriculum areas, but
across the college as a whole this is an area for development.
79
Richmond-upon-Thames College (General FE College)


Some teachers and students use information and learning technology (ILT) very
successfully to enhance learning. However, the use of ILT is under developed across the
full range of the colleges provision. In too many lessons, teachers use ILT solely for the
purpose of showing pre-prepared presentations.
Students value the electronic learning resources available, and, in some subjects,
teachers make good use of the colleges virtual learning environment (VLE) to set
assignments and homework. However, others miss opportunities to use ILT to enhance
learning in lessons.
Social sciences and psychology (Requires improvement)
The promotion of e-learning is under developed in most lessons and often limited to
teachers using electronic slide presentations or showing video clips without explaining
their context sufficiently clearly. Teachers do not enable more extensive use of ILT, for
example through interactive learning or in research methodologies, and the enthusiasm
and interest which e-learning might generate for many students are underexploited.
Classrooms are frequently dowdy and uninspiring.
Business management, accounting and finance (Requires improvement)
In many lessons, teachers develop a collaborative working relationship with students and
create a purposeful environment for learning. Students enjoy their studies and retention
rates are high. They value highly the support they receive from their teachers. Students
respond well to the tasks they are given in classes and most are able to work quickly
and confidently to complete them. They use ILT well as an aid to research and the
quality of assignment work is good.
The quality of feedback on students assessed work is variable and target setting is not
always sufficiently specific to support students to improve their work further. Where
teachers do this well, they have created online discussion fora to enable continuous
dialogue with students about how to improve their assignments. In some instances, the
feedback on marked work indicates clearly to students what they need to do to develop
their skills and knowledge further.
English and MFL (Good)
The use of ILT in lessons is under developed. Teachers tend to use it only for preprepared presentations which do not always engage students interest sufficiently well.
In the better classes, staff use ILT effectively for target setting and make good use of
interactive electronic websites to stimulate students interest.
80
Rochdale Sixth Form College (Sixth Form College)

Mar 2013; OE(1); PI(N/A); OfL(1); QTLA(1); ELM(1)
Lead Inspector: Bev Barlow HMI

Resources to support learning are high quality with some excellent examples of wellstructured worksheets and study booklets. Interactive whiteboards are used in the
majority of lessons to provide information and structure to facilitate independent work.
Information learning technologies are used well in several subjects, for example, short
video clips to promote stimulating discussion.
Students find the colleges computer-based resources in the subject study areas
particularly useful in helping them to complete research and coursework. Specialist
resources are excellent in music, science, dance and theatre studies. The achievement
centre is an excellent quiet study area that is used well by students for independent
work and directed support.
The electronic monitoring system is used particularly effectively to record and monitor
students progress towards achieving their target grades, which are set at a high
aspirational level. The impact of individual support is reviewed regularly.
Information learning technology is used very well in a few lessons, for example, the use
of amusing animations to demonstrate how forces move objects. In mathematics the
interactive whiteboard is used well by teachers and students in developing and
interpreting graphs. Students appreciate the availability of material on the virtual
learning environment for independent study.
81
Rotherham College of Arts and Technology (General FE College)

Lead Inspector: Ian Smith HMI

Share and develop the best practice across the college so that all:
- staff are confident in the use of information learning technology to enhance students
Teachers use technology effectively to enhance learning in a few areas such as the arts
and electrical engineering. However, in most subject areas students have too little
access to technology and web-based learning tools. Resources in classrooms are good
and the college has an ongoing programme of improvement to ensure resources reflect
the industries in which students aspire to work.
Students make good use of electronic resources to carry out research activities and take
photographs of their work for their portfolio evidence. However, the virtual learning
environment is underutilised. Too few students make use of online materials outside
their timetabled lessons. In most lessons, insufficient use is made of information learning
technology to stimulate students interest. For example, in the commercial hairdressing
salon the use of interactive technology situated at the work stations did not sufficiently
promote independent study.
Performing arts and visual arts (Outstanding)
Resources and accommodation are very good. All the rooms used have been adapted
and refurbished to a very high standard and support learning well. The music provision
has a particularly productive partnership with a national company which enables
students to gain access to state-of-the-art equipment. Studios are inspirational learning
spaces with students benefiting from good light and views. Information learning
technologies facilities are particularly useful.
Business management and administration (Good)
Accommodation and resources for learning are good. However, information learning
technology is not used enough to develop students understanding or help them to set
their learning in context. For example, in a law lesson students were involved in a
parliamentary debate on reducing the school week to four days, but were unsure of how
a parliamentary debates works.
Engineering and Transport Operations Maintenance (Requires improvement)
The colleges virtual learning environment is well populated with electrical engineering
resources. However, too few learners have access to good online learning resources to
promote independent learning. Interactive learning technology is not used to good effect
to support learning in the classroom.
82
SEEVIC College (Sixth Form College)


Tutors carefully monitor learners progress on most courses and support them to achieve
their qualifications through the setting of challenging targets. The recent introduction of
an electronic individual learning plan is helping tutors and learners to improve how they
set targets, monitor progress more effectively and communicate better. However, not all
tutors are sufficiently adept in how to use the new plans.
Health, social care & early years (Requires improvement)
In the most effective lessons, tutors employ well planned activities to make sure
learners improve their use of English and develop their mathematical skills. These
include reading case studies aloud in front of the class to improve learners
presentation and communication skills and calculating percentages to establish
the effectiveness of different methods of communicating information to hospital
patients. However, most tutors do not integrate English and mathematics
sufficiently well with their theory teaching; nor do they make effective use of
technology to support and promote learning.
English & modern foreign languages (Good)

Where teaching is less effective, tutors limited teaching strategies do not promote
learners active participation in the lesson sufficiently. Teachers talk too much in these
lessons and make little use of technology to improve learning.
A minority of learners develop good independent learning skills and greater self-reliance
through, for example, increasingly effective use of the colleges VLE.
In biology, applied life sciences and a few mathematics lessons, tutors set regular
homework to improve learners examination techniques. They also make good use of the
colleges virtual learning environment (VLE) to enhance learners understanding of
complex theoretical concepts.
83
Sir George Monoux College (Sixth Form College)


Students work to a standard that meets or exceeds the requirements of their
qualification aims. They develop good skills which are useful for their progression to
higher education or employment, such as critical analysis, independent learning skills,
team working, problem solving and making presentations. Students skilful and frequent
use of technology and the virtual learning environment enhances their learning and
progress.
Classroom-based resources are good, but there are not enough resources on the virtual
learning environment for students to practise programming outside of lessons.
Visual arts, media & communication (Good)
Students use the virtual learning site frequently to obtain course materials, revise for
exams and submit work online.
English (Good)
Students make frequent and very effective use of the virtual learning environment which
helps them to extend their learning and research.
84
Shipley College (General FE College)


The best classes are planned thoroughly. They are lively and fast paced with a range of
activities including quizzes, role plays and online tasks. Learning meets the needs of
individual students who are eager to contribute and try out new things. For example,
students in English for speakers of other languages (ESOL) lessons, who speak very little
English when they start their course, promptly learn to answer questions and describe
jobs, and quickly improve their pronunciation and grammar.
Very effective performance management strategies, aimed at raising levels of
accountability, have improved the consistency of provision across most areas of the
college. Regular audits of the online system for monitoring students progress is enabling
teachers and managers to intervene more swiftly where students are at risk of
underachieving.
Health and social care (Requires improvement)
Staff make good use of technology to support and promote learning. Several teachers
have developed very useful websites so that students can access a range of relevant
resources to support learning, such as video recordings of lessons and activities.
Horticulture (Good)
Lessons are planned thoroughly and teachers use learning activities that are carefully
matched to students different needs. The majority of lessons are lively, interactive and
enjoyable and often use practical, outdoor activities to create an effective learning
environment. Teachers have high but realistic expectations of students; students respect
their expertise. A minority of lessons lack pace and challenge and the use of information
and learning technology is underdeveloped. In the few weaker lessons planning is brief
and shows little evidence of promoting equality and diversity and stretch for more able
students.
85
South Leicestershire College (General FE College)

Lead Inspector: Julie Steele HMI
The college requires improvement because:

Information and learning technology including the college virtual learning environment
are not used well enough during teaching, learning and assessment.
Enhance learning through better use of information and learning technology, including
the virtual learning environment, to make lessons more engaging, memorable, and
enjoyable.
In the many lessons where teaching requires improvement tutors talk for long periods
without checking that learners are progressing, or do not design learning activities that
motivate and interest learners sufficiently. Information and learning technology,
including the colleges virtual learning environment, are not used well enough to
enhance the quality of the learning experience.
Early years and playwork (Good)
Tutors use of technology to enhance learning is underdeveloped. For example, while
interactive whiteboards are an industry standard in the workplaces and nurseries
learners will work in, they are not encouraged enough to gain confidence and
competence in their use and thereby improve their employability.
Independent living and leisure skills (Requires improvement)
In the less successful lessons tutors make limited use of available learning resources,
and the use of poster making and hand-out completion dominates much of the learning.
Planning for learning does not seek to stimulate learners sufficiently. Information and
learning technology, although readily available, do not enrich learning.
Initial assessment is rigorous and comprehensive. Additional support needs are identified
quickly and action taken to support learners, for example using adaptive technology, to
ensure they complete their programme of study.
Business management (Good)
Assessment for learning is good and tutors and learners use a wide range of diverse and
interactive technology to record learners performance; for example, the use of timelapse photography and short film production. Questioning techniques are used skilfully
and assess and extend learning effectively.
The use of technology to enhance learning is highly effective. Learners develop their
independent study skills successfully through using distance learning and take
responsibility for monitoring their own progress. Good use is made by learners and
tutors of electronic individual learning plans to track and monitor progress.
86
South Nottingham College (General FE College)

May 2013; OE(3); PI(N/A); OfL(3); QTLA(3); ELM(3)
Lead Inspector: Richard Pemble HMI
Engineering (Requires improvement)

In the better lessons teachers plan well to ensure all learners make appropriate links
between theoretical knowledge and its practical application to raise their understanding
and skill levels. In the majority of lessons, teachers use a wide range of teaching
methods to stimulate and motivate learners to succeed. Teaching materials are of high
quality and sessions often include good use of interactive learning technology and visual
aids to engage learners and support their progress.
Learners benefit from access to good college-based learning resources to support their
development. For example, they are able to use a modern virtual welding rig to practise
welding skills and get timely accurate feedback that helps them to improve.
The use of ILT to enhance learning is insufficiently developed in art and design sessions.
A minority of teachers do not make innovative or imaginative use of the full capabilities
of technology in practical sessions. Learners have access to industry standard resources
across all the sites. Teachers use technology in media and photography sessions
inventively.
The pace of many lessons is slow and learners become bored. In the few good and
sometimes outstanding lessons teachers use their skills to plan and teach a rich variety
of practical activities, often including the entertaining use of technology to maximise
opportunities for learners progress and to build their confidence.
Sports, leisure and recreation (Good)
Learners develop good independent study skills as a result of the comprehensive range
of learning materials that are located on the virtual learning environment. Learners make
good use of the opportunity to study during some lessons and outside their timetabled
lessons. They take the opportunity to prepare information in advance of lessons or to
catch up on work missed such as when competing in elite level sporting events.
Business management (Good)
Learners receive good advice and guidance, both informally from teachers and through
the colleges specialist services. For example, current business learners receive dyslexia
support and learners with visual impairment are being supported with high resolution
computer screens that help them make good progress.
Building and construction (Requires improvement)
Teachers use of information and learning technology (ILT) to further enliven lessons is
insufficient.
87
South Staffordshire College (General FE College)

Lead Inspector: Julie Ashton HMI

Teachers employ information learning technology (ILT) well in most subject areas as a
useful and interactive learning tool. The virtual learning environment (VLE) contains
useful resources to aid learners progress and the innovative use of tablets and smart
phones enables learners to access presentations and demonstrations outside the
classroom. Teachers generally use ILT resources well to help learners develop their
independent learning skills. Not all teachers use ILT to its full potential in all subject
areas, with variations between the quantity, quality and accessibility of resources.
Animal care & veterinary science (Requires improvement)
The use of ILT to improve learners enjoyment of lessons has improved and it is now
good. Teachers use ILT creatively to engage learners in lessons, including the use of
video clips from the Internet and the frequent use of tablets and smart phones to
reinforce learning. The VLE contains useful information to help develop learners
knowledge and understanding, but it is not used as an interactive learning tool in all
lessons.
Construction crafts (Good)
Teachers mostly plan theory lessons well and develop learners knowledge and
understanding effectively. Clear links between theory and practical lessons enable
learners to develop their technical understanding. Innovative use of ILT in the form of
downloadable practical demonstrations enables learners to revisit topics and learn at
their own pace.
The use of ILT is imaginative in a minority of lessons and includes the use of on-line
games, Internet presentation systems and video clips. A few lessons do not enable
learners to make sufficient progress because teachers do not plan sufficiently well to
meet individual needs.
Independent living & learning skills (Good)
Teachers use ILT imaginatively to improve learning and to make lessons more enjoyable.
The use of ILT to enable learners to research information and extend their learning is
limited. While teachers mostly use a variety of shared resources well, for example,
images of misspelt body tattoos to emphasise the importance of correct and careful
spelling, they do not use ILT to its full potential to improve teaching and to make
learning more interesting, enjoyable and memorable.
88
South Tyneside College (General FE College)


Further develop the sharing of best practice and ensure that the innovative practice seen
in some areas, such as the use of mobile technology, is spread across all areas and used
to enhance teaching and learning.
The use of technology and the use of the virtual learning environment (VLE) to extend
learning are insufficiently developed in some areas. Mobile technology is used
innovatively in music, sociology, information technology (IT), and marine engineering.
This includes taking photographs of work on mobile phones and uploading it to the
college virtual learning site for the group to access. Music students are using iPads as
portable recording studios for live professional standard recording while on location.
Marine engineers are converting learning resources for use on electronic devices so that
when they are away at sea they can still access them. However, this good practice has
not yet been shared consistently across the college.
Reviews are helpful and focus upon attendance, assignment completion and punctuality.
However, there is insufficient focus upon academic progress and performance against
target grade, and the use of the colleges electronic monitoring system is not yet
consistent.
Science, mathematics & statistics (Inadequate)
Teachers are enthusiastic and knowledgeable but the majority of teaching requires
improvement. A minority of teaching is good. The best lessons have clear objectives,
effective use of information and learning technology, a range of activities to develop
understanding, effective questioning and a good pace.
In most subjects, particularly in science subjects, there is insufficient work set for
learners outside lessons to support the development of their understanding and
independent learning skills. This contributes to poor recall of previously acquired
knowledge and skills. Adequate learning resources are provided for learners in the library
but there is a shortage of useful learning resources available to learners, in particular in
the science subjects, on the VLE to support the development of independent learning
skills.
Foundation English & mathematics (Good)
Learners extend functional skills learning by the completion of an effective independent
study project available through the colleges VLE. The project increases awareness of
employers expectations through integrated activities including hyperlinks and video
links.
While there are examples of particularly good use of interactive learning technology for
learning activities and assessment, it is not used to its full extent across the provision.
Too frequently its use is limited to the display of learning objectives and their review at
the end of the lesson.
89
South Tyneside College (Contd.)

Engineering, transport operations & maintenance (Good)
The colleges VLE is not widely used by learners in general engineering to support their
programmes. Learners state that it is not sufficiently developed to support their learning.
In marine engineering there is more effective use of the VLE and innovative use of
mobile phones for internet research.
The VLE is extensively used by learners and provides access to learning materials and
lesson presentations.
Health & social care, early years and play work (Good)
Staff use the electronic monitoring system confidently to carry out learner reviews which
are thorough. Target-setting is effective and sufficiently challenging to stretch learners.
90
Southport College (General FE College)


As a result of well-planned training, teachers are increasingly confident in using
information and communication technology to enliven lessons and help students to
assess their work. However, the college is aware that its virtual learning environment
(VLE) is better used in some areas than others. Where it is well developed, students find
it helpful to gain access to resources outside lessons and to communicate with staff on
their assignment work.
Engineering & manufacturing technologies (Good)
Interactive learning technologies (ILT) are used effectively to enrich the students
experience. For example, in one session a video demonstration enhanced students
understanding of how blue dye was used to check surface levels in metals. Workshops
have good resources and equipment which are well maintained by technicians
supporting teaching.
Students portfolios are organised and presented well. Students use ILT effectively to
support research and illustrate scalp conditions. Students receive helpful constructive
written feedback on their theory and practical assessment plan to improve performance.
Spelling and grammar are systematically corrected.
Students use of ILT is good in class. They often work on assignments using lap-top
computers in practical and theory sessions. The colleges VLE is used effectively to enrich
learning.
Sport, Travel & Tourism and Public Services (Good)
High quality resources are used effectively to develop students understanding, such as a
mock cabin that creates a realistic working environment for training air crews. Students
have access to good ILT resources to develop knowledge and understanding using the
college VLE system.
Preparation for life & work: Literacy (Requires improvement)
Independent learning is well developed and promoted through planned activities in
lessons and by directing students to complete extension activities outside the classroom
using the colleges good VLE and ILT resources. Innovative use of bar codes placed on
student noticeboards around the college encourages learners to swipe for tips on how to
improve their literacy skills.
Business & Business Administration (Good)
Teachers routinely upload information and learning resources onto the VLE which is used
well by business students. Although ILT is used in most lessons scope remains for more
imaginative use.
Students receive regular feedback on their written work. The detail of the feedback they
receive through the newly introduced electronic system for submitting and marking their
assignments varies.
Business students attendance, punctuality and progress are recorded and monitored
electronically and any problems quickly followed up.
91
St Brendans Sixth Form College (Sixth Form College)


Review the use of information and learning technology (ILT) in lessons. Use existing
expertise to promote more innovative and imaginative use of new technology throughout
the college, where appropriate.
Students make good use of the learning resource centre and the virtual learning
environment (VLE) to support their studies outside the classroom.
The significant investment in ILT has resulted in some good resources. The VLE provides
a good range of interesting materials for supporting teaching and learning, and is used
well by students. The use of new technologies by teachers in lessons is good in a
minority of subjects, for example, communication studies and media studies. However,
most teachers have not yet developed the skills or confidence to exploit the technology
fully to promote more effective learning.
Health, social care & early years (Good)
Students use the college intranet effectively to access learning and assessment materials
and make very good use of information technology in the research and presentation of
their assignments. Teachers use very well-chosen film clips to support discussion of
current health, care and public service issues. In some lessons the wide range of
teaching, learning and assessment opportunities offered by the interactive whiteboards
are not exploited sufficiently.
The effective use of technology to promote learning is underdeveloped. Interactive
whiteboards are mainly used for presentations and are not used to stimulate interest and
learning. While action has been taken in mathematics to introduce web-based resources
to the students during the initial weeks of the course and through homework references,
there is still insufficient use of online resources to develop research skills or reinforce
learning.
Resources are good. Many have been developed as a result of sharing good practice
within subject teams such as in chemistry and biology or, as in mathematics, the
development of an AS mathematics induction pack as an outcome of an action research
project. They have contributed to the improved attainment and progress made by the
students. The VLE is much appreciated by students on most programmes as a valuable
tool to facilitate revision and catch up on missed work. The learning resource centre is
used frequently by students to complement and support their learning.
Humanities & social sciences (Good)
Students extend their learning by making good use of the resources on the VLE and
within the learning resource centre.
Business studies, law & economics (Good)
All classrooms have interactive whiteboards used for presentations, but their full
potential is insufficiently exploited. All students download electronic information,
documents and presentations from the learning resource centre and at home. However,
the department recognises that it holds insufficient interactive learning resources.
92
Sir John Rigby RC Sixth Form College (Sixth Form College)


In a growing number of subjects teachers make imaginative use of mobile technologies
such as information networks and blogs to inspire students to engage in further learning.
Initial assessment of students needs is thorough. Tutors know their students starting
points and use this information effectively to set individual and challenging targets that
are monitored closely and motivate students to do well. Parents have access to this and
other information, such as attendance, on the electronic parents portal at any time.
Support for students considering going into employment is strong. They receive clear,
accurate information and guidance and are able to access job vacancies on the college
intranet. In a functional skills lesson students learnt how to apply for jobs online and
demonstrated good understanding of topics such as the eligibility to work in the United
Kingdom.
The effectiveness of leadership & management (Good)
Arrangements to promote health and safety are good. Resources, facilities and
technologies are well developed and used effectively to support learning.

Clear explanations and the good use of resources such as digital technology help
students understand new and complex concepts. For example, in a physics lesson, the
teacher integrated, with good effect, a video clip of a pumped-water system diagram to
explain how an electric circuit works.
93
St Vincent College (Sixth Form College)


The virtual learning environment (VLE) is a useful resource for students and well used by
them. It provides a range of extension activities and additional resources, many of them
interactive, which help to develop students independent learning skills.
The effectiveness of leadership & management (Requires improvement)
Senior managers tackled the recommendations from the last inspection energetically,
such as improving standards on intermediate level courses, developing the VLE, and
raising students aspirations. However, in spite of improvements in science and
mathematics, neither the success rates nor the standards of teaching in this area are yet
good enough.
Mathematics students are more effective independent learners than science students
despite the latter having a good range of materials on the VLE, especially in chemistry.
Science students are not encouraged to use the internet in lessons to help them to
broaden their learning or to read more widely around their subjects.
Students make good use of the VLE which supports their learning. It is well populated
with resources from lessons, interactive and extension activities, past examination
papers and a wider reading list for literature students. It is used well to develop
students independent learning skills.
94
Stafford College (General FE College)


- ensure all subject areas use information and learning technologies consistently well.
The quality of teaching learning & assessment (Requires improvement)
Learning resources are mostly of high quality: new and refurbished accommodation
across the extensive campus along with a spacious library well-equipped with computers
provides a high quality learning environment. Teachers and learners are making
increased use of the virtual learning environment and information and learning
technology (ILT) is used widely in some subjects but not all. In a few, such as catering
and hospitality, technology use is limited which restricts learners opportunities to
develop their skills and confidence.
The effectiveness of leadership & management (Requires improvement)
In some subject areas the use of an electronic individual learning plan is used well by
learners, staff and employers to monitor effectively attendance and progress.
Hospitality & catering (Requires improvement)
Theory sessions require further improvement. Sessions are unimaginative and mundane,
often following the same format of PowerPoint presentations and question and answer
sessions that are not sufficiently well targeted. Visual aids are not used well to make
sessions more interesting or interactive. Learners are not encouraged to take ownership
of their learning. The use of ILT in sessions is unsatisfactory.
Performing Arts (Requires improvement)
In the better lessons teachers check knowledge and understanding imaginatively and
use a variety of techniques to motivate and engage learners, for example quizzes and
nominated questioning. ILT is used well and the high quality teacher presentations are
placed on the college virtual learning environment.
In the best lessons, learners are well-motivated by lively and enthusiastic teaching and
make good progress. Learners work very well together on varied and well-structured
tasks. Imaginative use of ILT alongside a range of more traditional learning materials
engages and develops learners knowledge and understanding well. For example in one
lesson, an interesting video clip helped learners identify the key features of advertising
text.
Sport (Good)
Learners are supported to progress through regular target setting within tutorial, linked
to aspirational target grades based on entry qualifications. These are reviewed through
individual tutorials and students access their targets through the college virtual learning
environment. Target setting is more effective where students are encouraged to be
proactive in reviewing the targets with personal tutors.
95
Stockton Sixth Form (Sixth Form College)


Students generally find the colleges computer-based resources useful in helping them in
lessons and outside the classroom. For example, in a vocational law lesson the teacher
successfully used video clips to get students to apply legal ideas. However, the
interactive features of new technologies are not used sufficiently and the college does
not regularly monitor the effectiveness of their use.
Students use computers effectively to carry out research on topics like antibiotics. They
have access to a wide range of computer-based materials, including examination papers
and model answers. In physics, students were motivated to calculate gravitational
quantities after watching a film of a recent free-fall descent from space.
Some good interactive resources were observed, for example in geology, and many
students make good use of these materials to develop independent learning. However,
some do not make enough use of them.
96
Stockton Riverside College (General FE College)

The provider has the following strengths:

The use of the virtual learning environment is very strong in a number of areas, with
very good use of a range of interactive learning tools that support and stimulate
learning.
A wide range of resources supports learning and learners are making increasingly good
use of the virtual learning environment to extend their learning beyond the classroom.
Teachers hold progress reviews regularly and these provide useful feedback; however,
individual learning plans, particularly at Bede Sixth Form and for some workplace
learners, are not sufficiently individualised or owned by the learners. Consequently, their
usefulness as a way of setting challenging targets or long-term career plans is limited.
The college has recognised this and is introducing a new system of electronic progress
reviews.
Performing arts, media & communication (Good)

Information and communication technology is used extremely effectively in all areas as
an interactive learning tool. In addition, most tutors upload lesson plans and supporting
materials, including video clips and web links, on to the college virtual learning
environment, enabling learners who have missed a session to keep pace with their
peers. Secure social website groups are used effectively in communication between
teachers and learners; an instructional video in music technology posted on YouTube
won a national award.
Where teaching is stronger, it is lively and imaginative, for example using sweets as a
multisensory way of teaching adjectives, and using interactive technology well to engage
and motivate learners. However, weaker teaching relies too much on worksheets, and
does not fully exploit information learning technology or the colleges virtual learning
environment.
Health, social care & childcare (Require improvement)
Resources for teaching, learning and assessment are good. The virtual learning
environment is well used by learners. Learners have access to a good range of e-books,
journals, class presentations and participate in discussions with other learners. However,
teachers skills are underdeveloped, particularly in the use of the interactive whiteboard.
Learners receive good support from teachers who are ambitious for them. A new
electronic individual learning plan has been introduced and this is beneficial to learners
in bringing all aspects of their course together. Teachers support learners effectively to
set personal and academic targets which are regularly reviewed.
97
Stockton Riverside College (Contd.)

Humanities and social sciences (Good)
The virtual learning environment is very well resourced and social media is used
effectively to support independent study and research. A history learner posted on the
history Facebook page a question asking whether the Potemkin mutiny led to the RussoJapanese war; this was answered by two of his classmates the same evening in a
posting seen by the whole class.
Tutors give a high priority to monitoring learners progress. Learners who are not
reaching their potential are quickly identified and prompt action is taken to support
them. However, the methods used to record this and share it amongst staff are not
sufficiently coordinated. An electronic system to monitor progress has been purchased
and is intended to rectify this.
Business, finance & accounting (Requires improvement)
Planning is generally satisfactory, although little evidence was seen of how teachers
adapt their approaches to meet the needs of individual learners. Resources, including
interactive whiteboards and voting kits, are high quality, but are not used very creatively
by teachers. The virtual learning environment is well-populated with a range of
resources, which are valued by learners and are well used for catching up missed work
and revision.
98
Stourbridge College (General FE College)


Teachers make good use of information and learning technology (ILT) to enhance their
lessons and support learning. Most are confident and capable in the use of ILT and use it
well to present information, show video clips and create interesting activities to motivate
students. Some workplace assessors make good use of online portfolios to help learners
to record evidence and understand the progress they are making.
Humanities & social sciences (Good)
They enthusiastically deliver well-planned lessons with a good range of activities that
ensures students make good progress in lessons. Teachers use technology well to
promote learning and provide good quality learning resources, such as psychology topic
work books that have useful exercises and activities for students to develop and apply
concepts.
Teachers encourage peer assessment and creative use is made of learning technologies
to aid and assess learning. In a lesson with 14 to 16 year old learners excluded from
school, good use was made of learning technologies to motivate and engage them.
Engineering and transport operations & maintenance (Requires improvement)
Learner progress is satisfactory, as is the monitoring of learner progress. A new online
monitoring system is used effectively by assessors and managers to highlight and target
learners at risk of not completing their learning programme. However, not all features of
this system are being used and this is not currently available to subcontractors.
99
Sussex Coast College Hastings (General FE College)


Ensure that the extensive opportunities for the use of learning technologies, including a
virtual learning environment, are fully exploited by staff. Build their confidence in
recognising the benefits of the resource and in using it.
A wide range of additional learning support is made available, including adaptive
technology for those learners who need it.
The effectiveness of leaderships & management (Good)
Many plans for improvement have been demonstrably successful. Some aspects of these
plans, such as the full engagement of teachers in fully exploiting the colleges very good
learning technology, require further work, despite the efforts of the innovation centre
and teacher training unit.
Learners use information and learning technology (ILT) well; for example, taking
photographs of building plans for later use and reference. Teachers use video clips
effectively to explain concepts.
Sport, leisure & recreation (Good)
Teachers integrate theory and practical teaching effectively in most lessons. Good class
management ensures that lively groups retain their focus on learning through a wide
range of stimulating activities. Information and learning technology is used well and
imaginatively to check knowledge and reinforce learning. For example, in a sports injury
management lesson, a mobile phone app was used by groups to check their knowledge
of the digestive system and related enzymes.
In the best lessons, teachers use the vocational context very effectively by, for example,
using plumbing materials to practise measuring and calculating, or introducing an
interactive computer programme designed specifically for functional skills learning.
Teachers use of information and learning technology (ILT) needs improving. Although in
better lessons teachers use a wide variety of stimulating activities with video clips,
photography and interactive programmes, a few do not use ILT at all to help learners
develop their skills in a vocational context. Much use is unimaginative, with insufficient
involvement of learners in interactive programmes or teachers spending too long talking
through computer presentations. Too many teachers lack confidence in their own skills
or are unaware of the range of learning materials available to them. They make too little
use of calculators.
The initial and diagnostic assessment of learners skills is thorough and provides learners
with an individual online programme to develop their skills outside lessons. However, too
few learners currently use this, except where teachers include its use as a regular
extension activity in lessons. When used, learners enjoy this tool and comment
favourably on their consequent progress.
100
Sussex Coast College Hastings (Contd.)

Science & mathematics (Good)
Resources to support learning are good. The virtual learning environment is well used by
learners, both for additional learning materials and assessments and as a
communications tool.
Hairdressing & beauty (Good)
One-to-one tutorials are good and the interaction between tutor and learner focuses on
improving the learners experience and qualification unit achievement. Learners progress
monitoring and target setting are good and learners and teachers use an electronic
system effectively.
101
Sussex Downs College (General FE College)

Health & social care (Requires improvement)

Learners value the colleges virtual learning environment (VLE) and the way it enables
them to obtain information about lessons they miss and upload their work for
assessment. However, the VLE is underused, particularly by more able learners who
would benefit from its use for extension activities.
Learners, their parents or carers and teachers can all easily locate the targets set for
students which are stored electronically on the VLE. Teachers monitor learners progress
appropriately through regular reviews which are recorded on individual learning plans,
but do not always use the reviews effectively to encourage learners to achieve higher
grades.
ESOL (Good)
In a small minority of lessons, more able learners finish tasks quickly and have short
periods of time when they are inactive. Teachers use ILT effectively, but learners in
some classes do not have sufficient opportunity to use smart boards or other interactive
learning resources themselves.
Some learners find the resources available on the VLE, such as worksheets and
examination practice papers, extremely useful. However, too many do not yet use it as
an interactive learning resource to develop their independent learning or to provide
themselves with activities that stretch and challenge their learning.
102
Swindon College (General FE College)

Lead Inspector: Penelope Horner HMI

Learning technology is now available in nearly all classrooms and is increasingly,
although inconsistently, used in imaginative ways to aid learning. The colleges existing
virtual learning environment provides a basic aid to learning in many areas; the newly
developed one and the increasing enthusiasm and expertise of staff in its use are
offering greater potential.
Information on learners is well recorded and used effectively to monitor and improve
learning. Relatively new electronic learning plans are being widely used by learners and
staff to help progress. Although in many cases the formal targets set are too simplistic,
more helpful actions are properly noted in the more detailed contacts log.
Public services (Outstanding)
Teachers correct grammar in learners written work but English, mathematics and
functional skills are not fully integrated into lessons. Teachers make very good use of
technology to deliver lessons and to help learners track their progress. Lessons are
enriched through very good use of edited video to illustrate key learning points, such as
how police use a variety of leadership styles and skills to protect the public from a
dangerous offender brandishing a machete in a busy street.
Foundation English (Good)
In the better lessons, teachers use their skills and expertise to plan and teach innovative
lessons with activities that meet learners needs and build upon their strengths and
interests to maximise their progress. In a lesson with construction learners, the teacher
made excellent use of learners interests in different football teams and learning
technology, complete with suitable applause, to review and improve learners use of
tenses in sentences. Entertaining use of learning technology added fun to work on
apostrophes in another lesson. The use of sherbet lemon sweets inspired learners to use
all their senses to explore the use of adjectives and extend their vocabulary. As well as
motivating learners, these activities build their confidence and help foster a culture of
mutual respect.
Teachers generally make good use of learning technologies to support learning, using
video clips well to demonstrate learning points and promote effective discussion. The
virtual learning environment is well resourced and used by learners during lessons and
for catching up missed work and revision. However, in some lessons, teachers do not
make sufficiently creative use of interactive whiteboards to extend learning.
Health and social care (Outstanding)
Teachers make excellent use of assessment, challenging learners to improve the
standard of their work and achieve higher grades wherever possible. They give learners
detailed, regular feedback so that learners understand what they have completed well
and what they need to do to improve. They make excellent use of small group learning
huddles when learners ask for additional help. These enable learners to achieve high
standards in their work and assignments. However, the results of this support are not
fully recorded on the colleges electronic progress tracking system.
103
The City of Liverpool College (General FE College)


Rapidly improve the quality of learning by ensuring that all teachers:
- ensure that students develop independent working and research skills by setting
activities that involve work outside lessons, including the use of information and
learning technology.
The quality of teaching, learning & assessment (Inadequate)
Information and learning technology resources are good. However, they are not used
imaginatively to enhance or enrich learning and students on a few courses do not have
sufficient access to computers. In too many subjects the virtual learning environment
(VLE) needs improvement. Learning resource centres are well equipped and their staff
are currently engaged in a project to improve usability by students.
New technologies and the VLE are not used to support and enrich learning, for example,
by using clips of current industrial/commercial practices to develop cutting techniques.
Students make good use of the internet to carry out assignment research and develop
independent learning skills. Assessment practices are adequate.
Assessment is regular and appropriate. Students like the use of digital technology,
including blogs and texts, to generate feedback. Teachers feedback motivates students
to acquire new knowledge and develop their skills. However, students are not always
given precise enough information so that they know what they need to do to improve
their work to achieve the highest grades.
The use of technology, including the colleges VLE, is poor. Teachers and students have
insufficient access to computers or interactive whiteboards. Where available, good use is
made of technology to enhance language learning, for example, by listening to a popular
song to consolidate vocabulary.
Learning technologies and the VLE are not used to encourage and accelerate the
learning of the more-able students or support those who are struggling with basic
grammar and spelling. The interactive whiteboards are not used skilfully to encourage
students to participate actively in lessons and demonstrate what they know and can do.
Business studies (Inadequate)
The use of information and learning technologies and the VLE to enhance learning is
rarely exploited. Administration students benefit from a training office to apply and
practise their skills in a realistic work environment.
104
The City of Liverpool College (Contd.)

Health, social care and early years (Requires improvement)
Students have access to a good range of vocationally relevant resources but they are
used more effectively by health and social care students than those studying childcare.
The use of the VLE to support and enhance teaching and support learning is
inconsistent.
Motor Vehicle (Requires improvement)
The VLE includes a good range of resources and learning materials but it is not
organised well enough to help learners access the information they require. Very few
learners use the VLE to submit their assessments and do not benefit from more rapid
online marking and feedback.
Humanities and social science (Inadequate)
Relevant subject-related enrichment includes a visit to the slavery museum in sociology
or talks by visiting speakers in psychology. Students do not have access to a wide range
of textbooks but there is an increasing number of relevant e-books. Many students make
good use of the resources provided on the VLE, particularly in psychology and sociology.
Effectiveness of leadership and management (Inadequate)
Managers have not yet communicated effectively their expectation of high standards and
the need for all staff to have high expectations of what their students can achieve. A
new online system is now in place to support progress monitoring for workplace learners
but this is not yet effective. Students feedback indicates that course organisation and
management are sometimes poor and there have been issues with timetabling,
resources, induction arrangements and class cancellations. The management of
subcontracted provision is good.
105
The College of West Anglia (General FE College)

Lead Inspector: Deborah Vaughan-Jenkins HMI

Many learners develop independent learning skills well by their increasing use of the
relatively new and well-populated virtual learning environment. Teachers refer regularly
to this as a reliable source of learning materials, as a reference point and as a basis for
independent study; learners make mostly good use of it. Teachers use information and
communication technology effectively in lessons.
Visual Arts (Good)
Teachers and learners make good use of information learning technologies to enhance
learning. For example, teachers often use computers to present interesting visual
examples of art and design work and to spark debate in lessons and learners frequently
upload digital photographs of their work and submit graphics assignments electronically.
Science (Good)
Teachers use assessment regularly and thoroughly to support learning. They provide
detailed feedback which ensures learners know exactly what they have achieved and
what they need to do in order to improve further. The mathematical and science subject
content on the colleges virtual learning environment is still developing; nevertheless,
learners and staff use this resource well to prepare for lessons.
The ambitious target grades set by teachers contribute positively to the good progress
learners make. Subject teachers record learners progress electronically and this
information is monitored carefully by personal tutors who help to keep learners on
target. Any learners who fall behind with their work, or whose attendance is low, receive
prompt and effective individual support to help them catch up quickly.
ESOL (Good)
Lessons for full-time ESOL learners in personal and social skills are mostly good.
Teachers use a wide variety of teaching methods, including interactive whiteboards and
fun practical activities, well to support learning. For example, one teacher used a game
of snakes and ladders to extend learners knowledge in grammar. However, in a few
lessons teachers miss opportunities to enable learners to apply their newly acquired
English skills in topics such as mathematics, which would help give learning greater
context.
Teachers recording and review of learners progress requires improvement. The
colleges online progress tracking system, designed to capture and measure learners
progress over time is not yet fully established in the ESOL department. As a result,
teachers do not effectively record all steps in learning and/or progress made by ESOL
learners.
106
The Brook House Sixth Form College

Develop the colleges virtual learning environment (VLE) to a consistently high standard
so that all students are able to work independently through this medium to improve their
work.

Teachers and support staff are well qualified and experienced, and have consistently
high expectations for students behaviour and achievement. Accommodation and
resources to support learning are mostly good; students benefit from a well-stocked
library and easy access to computers when they need them. Students enjoy using the
colleges VLE, but it remains underdeveloped as too few subject areas provide materials
on it to extend learning.
Science (Requires improvement)
In lessons where students progress is good, teachers provide a good range of absorbing
learning activities that are appropriately demanding and require students to work
accurately. These lessons are planned well and often include good use of information
and learning technology (ILT). In the significant minority of lessons that require
improvement, the pace of learning is too slow and the work is not hard enough to
maintain students full interest.
Business (Good)
Teachers make good use of technology to support students learning in the classroom,
including the use of video clips to illustrate real business issues. The use of technology
to support learning beyond the classroom is more variable. Students appreciate the
efforts of the minority of teachers who use technology to let students submit their work
for marking electronically, and inspectors agree with students that this practice could
helpfully be extended.
Social sciences and psychology (Good)
Students further extend their learning by making good use of the helpful resources on
the VLE.
107
The Sixth Form College Colchester


In a minority of lessons, the emphasis given to improving learners literacy and
numeracy skills, to promoting equality and diversity and to using the virtual learning
environment (VLE) to aid learning is insufficient.
Ensure that teachers in all areas of the college develop the population, interactivity and
use of their VLEs to support and enliven learning to match the high standards of the best
practice exhibited in other parts of the college.
In addition, in the few outstanding lessons, teachers use technology exceptionally well,
integrate equality and diversity seamlessly and use coaching and skilled questioning to
support excellent learner progress.
Learners use of the VLE varies with nearly half of subject areas having achieved the
colleges basic requirements for a VLE. Nevertheless, learners value their access to the
VLE and use it and other electronic means to maintain good communication with their
teachers. Other resources to support learning, such as learning materials, the library and
learning resource centre are good.
Science (Good)
In the best lessons, the planning of learning activities is good. Teachers set clearly
defined aims which they review throughout the lesson. They use information learning
technology most appropriately to aid learning. Teachers use a wide range of learning
activities which enable learners of all abilities to make good progress.
Resources are used and shared effectively. Learners use the VLE as an extension to
learning in class. They can access information from any missed lessons, hand in
assignments, obtain feedback and communicate with their tutors.
Mathematics & statistics (Outstanding)
Teachers make very good use of information and communication technology (ICT) to
promote learning. For example one teacher e-mailed a video clip on algebraic long
division to help learners prepare for a lesson on factorising cubic equations. Most
learners worked through this before the lesson and so made outstanding progress during
the lesson. Learning activities include excellent one-to-one coaching and well-planned
and executed group activities.
They make good use of electronic whiteboards to produce back-up materials of
classroom activities. The VLE contains many assignment materials but is less well
populated with interactive learning materials.
108
The Sixth Form College Colchester (Contd.)

English and MFL (Good)
In modern foreign language (MFL) lessons they make good use of ILT to support
learning by providing helpful video clips. They use foreign news programmes to develop
learners listening skills. MFL learners, for example, used very good pronunciation when
discussing the impact of the fall of the Berlin Wall. All learners engage very
enthusiastically in independent learning activities by using the VLE, blogs, the library and
online services. Classroom displays are stimulating.
Learners have realistic grade targets which teachers review regularly. The feedback on
assessed work is very detailed and effective, and occasionally is outstanding. Teachers
track learners progress very rigorously on the departments database or the VLE.
Social sciences (Good)
In the best lessons, web-based resources, games, learners presentations and

video clips are used to enhance learning. Learners make good progress during
lessons.
Teachers and learners use email effectively to improve communication and to help
learners progress. The use of ILT in lessons to enhance learning is an area for
development. Learners make increasingly good use of good learning resources on the
VLE and teachers are developing improved, and more challenging, learning materials.
109
The Sheffield College (General FE College)

Lead Inspector: John Evans HMI

Teachers monitor students progress on their main course well and support them to
achieve through the setting of appropriately challenging targets. Tutor mentors and
learner success managers provide full-time students with comprehensive tutorial
support. The information technology system, ProMonitor, is used to good effect in
recording students attendance and achievement, setting targets and sharing concerns.
Tutor mentors use this information constructively and swiftly to identify and support
students at risk of leaving their course early or follow up dips in performance or
behaviour. However, not all curriculum areas consistently apply the best practice in
these arrangements.
Good teachers use a range of learning resources, including the colleges virtual learning
environment (VLE), to help students to develop more independent learning skills. In a
few curriculum areas and in workplace learning, teachers and trainers make insufficient
use of the VLE for this purpose. In most lessons, learners display positive attitudes and
learn productively. However, in a small minority of cases, poor punctuality or weak work
readiness hampers progress at the start of lessons.
ICT (Requires improvement)
They make frequent and extensive use of the VLE, both within lessons and to continue
their studies outside of the classroom.
However, too many lessons require improvement. Lessons often provide too limited a
variety of learning activities to keep student fully engaged. Teachers give insufficient
attention to differentiating lesson objectives, tasks and questioning in order to provide
each learner with the right amount of challenge. More-able students in particular are not
sufficiently encouraged or stretched to reach higher standards. The use of information
learning technology (ILT) in lessons is largely unimaginative; for example, the main use
made of interactive whiteboards is simply for projecting written information.
Construction (Good)
Most apprentices demonstrate work of a good, and occasionally excellent, standard.
Teachers make good use of their own and apprentices knowledge and industrial
experience to help them to relate theory to practice. Routine checking of apprentices
understanding in all activities confirms learning is taking place. However, inconsistencies
in the quality of theory lessons, in the use of e-portfolios and in the tracking of learners
progress through ProMonitor mean that not all apprentices benefit from the best
practices evident in some crafts and departments.
Resources for learning are generally good. Teachers are well qualified for their roles and
well supported through professional development. Apprentices have good access to
learning resources, including course materials, e-portfolios and records of their own
progress through the colleges VLE. However, the quality of the plumbing, heating and
ventilation workshops is poor and their need for refurbishment colours the learning
experience of apprentices using them.
110
The Sheffield College (contd.)

In a gardening lesson, students with profound learning difficulties were encouraged to
recall previous learning, to think, to correct themselves and to apply their understanding
to new tasks, around the naming of unfamiliar fruit and vegetables. In another lesson,
students used tablet computers and specific applications with confidence and developed
understanding and dexterity through gaming. In the majority of lessons, however, ILT is
not used and teachers do not provide students with sufficient opportunities to learn, to
research and to apply technology.
Employability training (Good)
Teachers use ILT creatively to actively engage and motivate learners. For example, in a
pre-entry employability ESOL session, internet images of different times of day were
shown so that learners could practice matching the appropriate greeting to them. In a
small minority of lessons learning is less effective. Activities are not planned carefully to
take sufficient account of the different needs of individual learners. As a result, these
sessions are too teacher led, limiting the progress learners make. Learners on
employability courses at other locations do not benefit from the sharing of good teaching
practices at City College and Hillsborough Barracks.
Learning resources focus strongly on examination preparation and some students benefit
from lively and interesting materials. The blended learning study guides used to teach
online qualifications are particularly innovative, but not fully shared with teachers of
classroom-based courses, where resources are less inspiring.
111
Thomas Rotherham College (Sixth Form College)

This college has the following strengths:

Very good electronic resources on the virtual learning environment in many subjects.
In a few subjects, for example media studies and economics, teachers make highly
effective use of technology both in and out of lessons to stimulate students imagination
and widen the scope of their learning. In other subjects, teachers display a lack of
confidence in both the use and the potential of modern technologies to inspire deeper
and wider learning. The virtual learning environment is used well by students in most
subjects, and the resources made available to students through it are very good in
several subjects.
The monitoring of students progress is a clear area for improvement. A new electronic
monitoring system has the potential to be highly effective but it is too early to see its
impact. As the college recognises, the minimum target grades set for students based on
their performance at GCSE are not aspirational and are at the lowest end of what
students should achieve. Although these targets are negotiable, there is no formal
system for updating students targets so that all teachers and the students are clear
about the grade aspired to.
Teachers use technology, including interactive whiteboards, effectively in lessons. In an

environmental studies lesson animation was used well to demonstrate the reduction in
the size of a large inland sea. In an outstanding mathematics lesson, all students used a
deductive reasoning game to understand the concept of functions.
Students value the well-stocked virtual learning environment and use this resource
frequently in college and at home. Biology students can download revision cards on key
topics. Homework is posted in advance and students can complete more complex
questions. However, resources are more limited for students wanting to achieve top
grades or who want to read more broadly around a topic.
Visual & performing arts and media (Good)
Technology is used well in teaching and assessment. Interactive whiteboards, video

recordings and a good range of resources on the colleges virtual learning environment
are enhanced further using blogs and social media. A vibrant dedicated media website is
well planned and inspirational.
Social sciences (Requires improvement)
The best lessons use relevant and interesting activities to engage students interest to
complete further work outside lessons, supported by well thought-out materials on the
virtual learning environment. For example, geography students investigate the impact of
tourism on the natural world and their understanding is enhanced using well-designed
and challenging workbooks and extended individual research.
Resources are good and most teachers use technology well to support learning. In
several lessons the interactive whiteboard was not used to its full potential.
112
Totton College (Sixth Form College)

Business administration & law (Good)

Most students and teachers make good use of information and learning technology to
enrich and extend learning.
Health, care & social studies (Requires improvement)
Learning is well supported with computer-based teaching materials. Course material is
available online and there is easy access to teachers presentations and handouts for
lessons as well as assignments, grading criteria and various other resources.
Computer-based materials are used well to support learning in mathematics at all levels.
In a GCE AS physics lesson, video clips of the recent free fall from the stratosphere were
used well to stimulate a discussion on the effect of drag on acceleration. Not all teachers
effectively promote the use of computers and the virtual learning environment. The use
of these systems is underdeveloped in the vocational courses in science.
113
Varndean College
Sep 2012; OE(2); PI(2); OfL(2); QTLA(2); ELM(2)
The College is good because:

Students benefit from the creative and vibrant classroom displays, interesting teaching
materials and the comprehensive virtual learning environment (VLE).
Teachers share a commitment to developing strong independent study skills in students.
Students make good progress in lessons and are attentive, confident and work well
together. Teachers and students appreciate the colleges VLE and it is used well,
ensuring easy access to learning and assessment materials.
Science (Good)
The VLE for chemistry and physics provides a wide range of high-quality resources that
students use well for independent study.
Visual Arts (Outstanding)
The VLE for visual arts is satisfactory overall and helps students to become more
confident in their research and private study. It is used particularly well by photography
students who value the additional technical and creative resources available.
English (Good)
Independent learning skills are developed well, enabling students to make good
progress. Students are encouraged to use the rich variety of resources on the VLE and
they benefit from an extra-curricular reading group and creative writing class to develop
their skills further.
114
Walford and North Shropshire College (General FE College)

Lead Inspector: Simon Cutting HMI
The provider requires improvements because:

Teachers assessments of learners written work and skills are satisfactory but their
feedback to learners on how to improve both their work and their spelling is inconsistent
and too often is not helpful enough. Their use of information and communications
technology to support learning is insufficiently established.
Establish better opportunities for individual and group learning by making better use of
information and communication technology.
Teachers use information and communication technology appropriately in the majority of
lessons. In the best instances, this includes using video clips or web-based materials to
enhance learning. Tutors on foundation learning make insufficient use these
technologies to enhance learning.
Learners use the virtual learning environment well in some subjects but it does not
provide all learners with access to high quality resources to support independent
learning. The library provides learners with an increasing range of electronic learning
resources to support their studies and they use these are well. In a minority of subjects,
learners make good use of social networking sites to provide mutual support and
motivation.
The colleges virtual learning environment provides a good range of materials to support
learners understanding of equality, diversity, health, sustainability, e-safety and other
related topics. The college has worked hard to develop teachers ability to embed
equality and diversity into their teaching and their use of the wide range of related
college-wide activities. However, as recognised by the college, this requires
improvement in a few areas. Foundation learners do not have sufficient adaptive
technologies.
Agriculture and horticulture (Inadequate)
Many learners work in isolated rural areas. Learners, teachers and assessors use paperbased systems for learning, assessments and progress reviews. They make insufficient
use information and communication technology to support learning.
Resources for practical activities are good but in classroom-based lessons, teachers use
a narrow range of active learning activities and rely too much on worksheets that often
contain inappropriate font sizes and overly complex vocabulary. They make insufficient
use of information and learning technologies and adaptive technologies to support
learning and to provide a more stimulating and challenging environment.
115
Walsall College (General FE College)

Lead Inspector: Paul Joyce HMI
The provider is outstanding because:

Resources to support teaching and learning are of an exceptionally high standard.
Classrooms are well equipped with interactive learning technology, and resources for
practical teaching in all curriculum areas are excellent.
The vast majority of lessons are well planned and include a variety of teaching methods
that motivate, enthuse and engage students in memorable and meaningful learning
activities. Teachers use information and learning technology (ILT) very imaginatively to
enhance students enjoyment of lessons. The virtual learning environment (VLE) is well
populated with excellent interactive learning materials that help develop students
knowledge and understanding.
In a small minority of lessons, where teaching is less successful, students are not as
actively engaged in learning activities or teachers do not make full use of the available
technology to enhance the learning experience.
Good resources, especially for practical teaching in science, significantly enhance
students enjoyment of courses. Resources are used well to support the development of
science students practical skills. For example, students confidently delivered a practical
demonstration on fingerprinting techniques to a group of deaf students. On mathematics
courses, teachers are confident in using technology to enhance learning and inspectors
observed students using a variety of software packages and interactive learning
material.
Motor Vehicle (Outstanding)
Teaching materials are of high quality with good use of interactive learning technology
and visual aids to help students deepen their knowledge and understanding.
Teachers use a variety of methods to check students knowledge and understanding and
use technology well to support students learning.
Hairdressing and beauty therapy (Outstanding)
Resources to support learning are outstanding and the commercial hairdressing and
beauty salons reflect the very best of industry standards and practices. Students make
extensive use of a well-populated and interactive VLE to augment their learning within
lessons and outside the classroom. Teachers use a wide range of teaching methods that
motivate and engage students in interesting and memorable learning activities.
Assessment practices are outstanding. Students are clearly informed of assessment
decisions and are given detailed feedback that helps them understand how to improve.
Students are assessed frequently and are given clear success criteria. Progress is
frequently monitored with students and apprentices benefiting from a highly effective
electronic tracking system that enables teachers, students and, where appropriate,
employers, to review progress and plan improvements.
116
Waltham Forest College (General FE College)

Lead Inspector: Stewart Jackson HMI

In better lessons, learners work together productively, gain independent learning skills
and make often satisfactory, and sometimes good, progress. Many teachers introduce
lively activities and use questioning techniques very effectively to consolidate learning
and to extend learners understanding. Teachers make very good use of individual
learner contributions to encourage wider understanding and make learning more
stimulating and relevant. Some teachers use information and learning technology (ILT)
very imaginatively to encourage greater participation in lessons.
Less successful lessons often involve the teacher talking too much and this does not
stimulate learners interest effectively. In these lessons, teachers do not build sufficiently
on the previous assessment of learners achievements, and do not challenge more able
learners to achieve their full potential. In some instances, teachers miss opportunities to
use ILT creatively in lessons to make learning more meaningful, relevant or interesting.
In a few lessons, all learners complete the same tasks irrespective of their ability.
Most teachers assess learners work regularly and provide learners with encouraging
feedback. The results of assessments and learners progress are routinely recorded on
the colleges virtual learning environment (VLE). Teachers meet frequently with
individual learners to review their progress and to agree targets for improvement.
However, many of these targets are not sufficiently specific to be helpful to the learner,
and do not always make clear for the learner what they need to do to improve. Only a
few teachers make use of target grades to challenge learners and raise their ambitions.
Health & social care, and early years (Requires improvements)
Teachers do not plan effectively for learners to use technology in lessons and make little
reference to the use of the college intranet as a learning resource. As a result, learners
do not develop the confidence in using new technologies that they are likely to need in
their future careers.
ESOL (Good)
In many lessons, learners benefit from information technology being used well to
reinforce their understanding of key language points. For example, in one lesson,
learners collaborated very well in using technology to replicate the process, structure
and words used when writing a message to a friend.
Teachers often set lesson objectives that are not sufficiently detailed or well planned to
be challenging for all learners. In these lessons, teachers do not use a wide enough
variety of resources to suit the varied abilities of all learners. Most resources are paper
based and of poor quality. Learners become quickly bored with completing a series of
worksheets. The use of interactive technologies is limited and uninspiring.
ICT for users and ICT for practitioners (Good)
Learners are able to use the VLE away from the college, ensuring that they have access
to all their learning materials. Teachers identify learners at risk of failing their
qualifications using the information contained on the VLE and then target these learners
effectively for further support.
117
Waltham Forest College (contd.)
Teachers use the VLE to set steadily increasing targets to improve attendance and
punctuality ranging from one week to a month of full attendance and punctuality.
Learners use daily updated registers to view their progress towards their target.
However, during the inspection, attendance at many classes was lower than the colleges
own targets.
Teachers use a variety of methods in well-planned lessons to interest learners. These
include computer-based crosswords, and the use of computer graphics and photo
editing. By accurately identifying learners starting points, teachers ensure that the more
able learners work on suitably challenging tasks.

Teachers do not use a wide enough range of resources to ensure that all learners are
motivated to achieve their full potential. Online resources for mathematics are being
made available on the VLE, and learners use these resources well to practise the skills
that they have learned. However, teachers mainly use paper-based worksheets in
lessons and these fail to capture learners interests.
118
Weymouth College (General FE College)

Lead Inspector: Anita Pyrkotsch-Jones HMI

Increase the proportion of good and better teaching and learning by:
- improving the use of information and learning technology (ILT) in order to
involve learners more effectively.
Excellent industry standard learning facilities and the Learning Gateway open access
computer suite, with its range of online journals and assistive technology, encourage the
development of students employability and research skills. Students use the virtual
learning environment (VLE) and appreciate the ability to use these facilities outside
lessons to improve their grades, develop their social skills and update their individual
learning plans and targets.
Teachers do not always use learning technologies innovatively to enhance learning by
creating active, content-rich lessons. In too many instances, learning technology is used
to simply project learning objectives or slides.
Engineering and motor vehicle (Good)
Resources for learning are good. Students benefit from high quality accommodation and
there are good information technology facilities. Computer aided design facilities are
good and welding bays have high quality equipment and new extraction systems. Cars
and motorcycles are modern, and workshops replicate facilities found in the workplace.
Students use of ILT is good. For example, school pupils attending motor vehicle training
used a manufacturers database to research the torque settings used when replacing car
wheels. However, students are not always able to develop and consolidate their learning
during theory sessions as some of the presentation slides used by teachers contain too
much text, using fonts and colours that are not easy to read.
Assessment for apprentices is good, with plentiful opportunities to gain evidence toward
completing qualifications. Assessors visit learners frequently and many use electronic
portfolios to produce evidence. Assessment in the college complies with awarding body
standards.
Health, social care and early years (Good)
Initial assessment is good, leading to students being placed on the right course. Good
use of information ensures they are given support if needed. Students use their
electronic individual learning plan frequently and effectively to monitor their grades and
independently measure their own progress. They are very proficient in setting and
achieving personal targets in lessons which develops a good ability to prioritise
workloads.
119
Worcester Sixth Form College (Sixth Form College)


The colleges virtual learning environment is not of a consistently high standard in all
subjects so a minority of students are not able to work independently through this
medium to improve their grades further.
Share the good practice in teaching teams especially in engaging students in teaching
and learning, the use of information learning technology and the virtual learning
environment, and promotion of equality and diversity in lessons. Learn from best
practice within the further education sector particularly in relation to the needs of
students on vocational programmes.
Teachers do not always take opportunities to use information and learning technology
within lessons. The use of the college virtual learning environment to extend and enrich
learning is good in a few subject areas, such as performing arts, languages, geology,
critical thinking and physics, but variable in others. Students value and use this resource
where it is good.
Science (Good)
Teachers integrate ICT into many, but not all, science lessons. They encourage students
to use the virtual learning environment and other technologies to enhance their learning
outside the classroom, which they do with confidence. Students are highly positive about
the physics virtual learning environment.
Social science & psychology (Good)
Use of technology to promote learning inside and outside of the classroom is underdeveloped in a minority of subjects. Teachers miss opportunities for students to use
technology in lessons. Students comment that the virtual learning environment requires
improvement, which would help their progress.
Modern foreign languages (Good)
The department is well resourced and learning takes place in a welcoming, specialist
environment. Staff and students make good use of the library, language laboratory and
interactive whiteboards. Students extend their learning through regular use of the
college virtual learning environment to access audio and video files and interactive
grammar exercises.
Teachers make good use of technology such as video clips to engage students and
promote learning. However, opportunities are insufficient for students to use technology
in lessons to stimulate and enhance their learning.
120
Worthing College (General FE College)


Managers are effective in ensuring that the range, content and flexibility of the
curriculum provide students with choice and progression opportunities. The new college
building, which opens at the start of the next academic year, has been designed to
support a curriculum that better meets the needs of local employers, and more
innovative teaching using the latest technologies.
The introduction of an electronic tracking system has improved monitoring of students
progress. While this system is easy to use and has improved the quality and speed by
which teachers and managers respond to under performance, many students targets
are generic and not measurable. However, students targets in visual and performing
arts are clear, detailed and provide appropriate challenge to help them improve.
Teachers commonly use information technology in lessons to display objectives and to
introduce concepts and vocabulary. However, the technology is rarely used to present
images or videos that show learning in practical and industrial contexts. In addition,
teachers rarely refer to the good range of materials available on the intranet and do not
routinely encourage students to research beyond their textbooks. They do not always
encourage the more able students to complete extension activities.
Visual, performing arts and media (Good)
The standard of students work is good. Students make good progress in their studies
and develop a wide range of employability skills. They integrate technology into their
work confidently and imaginatively.
Teachers monitor students progress well against their target grades, and currently most
students are on track to meet or exceed their predicted grades. An electronic progress
tracker automatically informs students and parents of particular successes, or of areas of
concern prompting students to improve their work. Teachers address areas of concern
swiftly.
Assessment and feedback are fair and in the majority of cases inform students
effectively about their progress. In performing arts, teachers monitor progress well
through the use of interactive blogs and provide frequent, detailed feedback which
students appreciate and respond to promptly.
Business, accounting and law (Requires improvement)
Students use good quality learning resources effectively, many of which are devised by
their teachers. All classrooms have interactive whiteboards which teachers use well to
present information or show videos. Students have good access to learning materials on
the college intranet, many of which can be used easily from home.
121
Appendices
Appendix A: Links & Further Reading
122
Appendix A - Links & Further Reading

Common inspection framework for further education and skills 2012
http://www.ofsted.gov.uk/resources/common-inspection-framework-for-furthereducation-and-skills-2012
Handbook for the inspection of further education and skills from September 2012
http://www.ofsted.gov.uk/resources/handbook-for-inspection-of-further-educationand-skills-september-2012
ILT Report 2010
http://judgesconsulting.co.uk/zN8HYdngzQufmgntSU2PgkwGJrAu9FR6x9WppPrAu9F
RThe%20ILT%20Report_CC.pdf
Judges Consulting
http://judgesconsulting.co.uk/
Ofsted VLE Resources, case studies & good practice
http://www.ofsted.gov.uk/resources/virtual-learning-environments-e-portfolio
123

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. Here is a collection of the key suggested
evidence indicators related to the use of technology.
Under Inspection of the quality of teaching, learning and assessment it is suggested that:
Inspectors will capture evidence from a variety of learning activities including the
use of technology to deliver and assess learning.
Inspectors will conduct short, focused observations of activities. These will usually last
approximately 15 minutes and have a specific focus, for example learner support, the
use of information and learning technology, attendance, or personalised learning
Where relevant, inspectors should take into account:
-
the effectiveness of learning outside learning sessions through technology,

reviews and tutorials
The handbook also suggests that when considering how staff use their skills and expertise
to plan and deliver teaching, learning and support to meet each learners needs:
Inspectors will consider:
-
how effectively and creatively staff use resources, including accommodation,

equipment and technology, and specialist advice and guidance, to promote and
support learning
the promotion and development of independent learning skills, for example, through
the use of a range of technologies, including a virtual learning environment

-
how learning materials are used during and outside learning sessions, including
those available in a virtual learning environment
Regarding the monitoring of progress and the setting of challenging tasks to build on and
extend learning for all learners the inspection guide suggests that:

-
the use of technology in assessment
In addition under the suggested grade characteristics for Outstanding (Grade 1) the use of
technology is mentioned in the following way:
High quality learning materials and resources including information and communication
technology (ICT) are available and are used by staff and learners during and between
learning and assessment sessions.
124
125

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A comprehensive collection of comments about the use of

2013 Jim Judges

Errors & Omissions

About The Author

South Nottingham College

Appendix A: Links & Further Reading

Amersham and Wycombe College (General FE College)

The quality of teaching, learning and assessment

Aylesbury College (General FE College)

The quality of teaching, learning and assessment (Good)

Barking & Dagenham College (General FE College)

Outcomes for Learners (Good)

Basingstoke College of Technology (General FE College)

What does the provider need to do to improve further?

Bexley College (General FE College)

What does the provider need to do to improve further?

Bicton College (Specialist College)

What does the provider need to do to improve further?

Birkenhead Sixth Form College (Sixth Form College)

Dec 2012; OE(2); PI(3); OfL(2); QTLA(2); ELM(2)

The quality of teaching, learning & assessment (Good)

Boston College (General FE College)

The quality of teaching, learning and assessment (Requires improvement)

Brighton, Hove and Sussex Sixth Form College

- BHASVIC (Sixth Form College)

The quality of teaching, learning & assessment (Outstanding)

Bromley College of Further and Higher Education (General FE College)

The quality of teaching, learning and assessment (Good)

Brooksby Melton College (Specialist College)

The quality of teaching, learning and assessment (Good)

Cadbury Sixth Form College (Sixth Form College)

This college has the following strengths:

Cambridge Regional College (General FE College)

The quality of teaching, learning and assessment (Good)

Capel Manor College (Specialist College)

What does the provider need to do to improve further?

Central Sussex College (General FE College)

What does the provider need to do to improve further?

Cheadle and Marple Sixth Form College (Sixth Form College)

What does the provider need to do to improve further?

City College Coventry (General FE College)

Quality of Teaching, Learning & Assessment (Inadequate)

City College Plymouth (General FE College)

Quality of Teaching, Learning & Assessment (Good)

City of Bath College (General FE College)

Outcomes for learners (Good)

City of Bath College (contd.)

City of Bristol College (General FE College)

Quality of Teaching, Learning & Assessment (Inadequate)

Hairdressing & beauty therapy (Requires improvement)

City of Stoke-on-Trent Sixth Form College (Sixth Form College)

The quality of teaching, learning & assessment (Requires improvement)

City of Westminster College (General FE College)

Quality of Teaching, Learning & Assessment (Good)

City of Wolverhampton College (General FE College)

Quality of Teaching, Learning & Assessment (Requires improvement)

Coulsdon Sixth Form College (Sixth Form College)

This provider has the following strengths:

Croydon College (General FE College)

Quality of Teaching, Learning & Assessment (Requires improvement)

and learning, epitomised by poor classroom management, insufficient planning of

Arts, media & publishing (Inadequate)

Doncaster College (General FE College)