the ilt report 2013

2013 Jim Judges

The ILT Report

2013

A comprehensive collection of comments about the use of

Information Learning Technology (ILT), including

Virtual Learning Environments (VLEs), in Further Education and

Sixth Form College Ofsted reports from inspections carried out

between September 2012 and June 2013

www.judgesconsulting.co.uk

Acknowledgements This independent report contains public sector information licensed under the Open

Government Licence v1.0 and the author gratefully acknowledges the source of comments

as Ofsted (www.ofsted.gov.uk).

Errors & Omissions

Whilst every effort has been made to ensure the accuracy of the information supplied within

this publication, the author cannot be held responsible for any errors or omissions. Any

errors, omissions or other comments can be sent to: [email protected]

Copyright

All rights reserved (August 2013). This report must only be used by individual organisations

where a license has been granted. It can be copied, shared, reused and repurposed for use

within any licensed organisation. It must not be shared with any other unlicensed

organisation or with any individual who is not an employee of a licensed organisation.

Requests to do so must first be approved by the author. Please see here for more

information: http://judgesconsulting.co.uk/ILTreport/

About The Author

Jim Judges is a learning technology consultant with experience as a lecturer working in both

Further and Higher Education. He has worked as a Senior Lecturer & Partnership Manager in

teacher training for Post-Compulsory Education, as an eLearning Advisor and as a Lecturer

and Teaching & Learning Development Manager in a large FE college.

In addition to his ongoing freelance activity supporting the use of Moodle, he has recently

been appointed as a Senior Academic Technologist at the University of Warwick.

More information and contact details are available here: www.judgesconsulting.co.uk


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 Page

Amersham and Wycombe College 1

Aylesbury College 2

Barking & Dagenham College 3

Basingstoke College of Technology 4

Bexley College 5

Bicton College 6

Birkenhead Sixth Form College 7

Boston College 8

Brighton, Hove and Sussex Sixth Form College BHASVIC 9

Bromley College of Further and Higher Education 10

Brooksby Melton College 11

Cadbury Sixth Form College 12

Cambridge Regional College 13

Capel Manor College 14

Central Sussex College 15

Cheadle and Marple Sixth Form College 16

City College Coventry 17

City College Plymouth 18

City of Bath College 19

City of Bristol College 21

City of Stoke-on-Trent Sixth Form College 22

City of Westminster College 23

City of Wolverhampton College 24

Coulsdon Sixth Form College 25

Croydon College 26

Doncaster College 27

Dudley College of Technology 28

East Berkshire College 29

East Kent College 30

Epping Forest College 31

Fareham College 32

Franklin College 33

Gateway Sixth Form College 34

Gloucestershire College 35

Greenwich Community College 36

Halesowen College 37

Harrow College 38

Hartlepool College of Further Education 40


Havant College 41

Havering Sixth Form College 42

Hertford Regional College 43

Huntingdonshire Regional College 45

John Leggott Sixth Form College 46

Joseph Chamberlain Sixth Form College 47

Kingston College 48

Kingston Maurward College 50

Kirklees College 51

Knowsley Community College 53

Lambeth College 54

Lancaster and Morecambe College 55

Leeds College of Building 56

Leyton Sixth Form College 57

Longley Park Sixth Form College 58

Loughborough College 59

Lowestoft College 61

Macclesfield College 62

Myerscough College 63

New College Nottingham 65

New College Telford 66

Newham College of Further Education 67

North East Worcestershire College 69

North Nottinghamshire College 70

Northampton College 71

Northumberland College 72

Norton Radstock College 73

Norwich City College of Further and Higher Education 74

Oldham Sixth Form College 75

Plymouth College of Art 76

Portsmouth College 77

Redcar and Cleveland College 78

Regent College 79

Richmond-upon-Thames College 80

Rochdale Sixth Form College 81

Rotherham College of Arts and Technology 82

SEEVIC College 83

Sir George Monoux College 84

Shipley College 85

South Leicestershire College 86


South Nottingham College 87

South Staffordshire College 88

South Tyneside College 89

Southport College 91

St Brendans Sixth Form College 92

Sir John Rigby RC Sixth Form College 93

St Vincent College 94

Stafford College 95

Stockton Sixth Form 96

Stockton Riverside College 97

Stourbridge College 99

Sussex Coast College Hastings 100

Sussex Downs College 102

Swindon College 103

The City of Liverpool College 104

The College of West Anglia 106

The Brook House Sixth Form College 107

The Sixth Form College Colchester 108

The Sheffield College 110

Thomas Rotherham College 112

Totton College 113

Varndean College 114

Walford and North Shropshire College 115

Walsall College 116

Waltham Forest College 117

Weymouth College 119

Worcester Sixth Form College 120

Worthing College 121

Appendix A: Links & Further Reading 123

Appendix B: ILT comments in the Handbook for the inspection of FE 124

www.judgesconsulting.co.uk 1

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) Jun 2013; OE(2); PI(3); OfL(3); QTLA(2); ELM(2) Lead Inspector: Rieks Drijver http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130607

The quality of teaching, learning and assessment (Good) Most teachers have become proficient at using technology such as interactive

whiteboards to enliven their lessons. In several sessions students were encouraged to use tablet computers or their own mobile phones to record aspects of the lesson, or research the internet to stimulate discussion and extend their knowledge.

Computers are used effectively to support independent learning. Students in the majority of subjects use the colleges virtual learning environment (VLE) well to continue learning outside the classroom and improve their research skills. Teachers make effective use of the VLE in the majority of lessons to enhance learning, but not all subject areas provide a sufficiently wide variety of on-line resources.

The effectiveness of leadership and management (Good) A well-managed continuous professional development programme leads to improved

performance, notably in teaching, learning and assessment. Development activities range from effective individual coaching by internal or external staff, through to interesting whole-college training. The latter includes well-received sessions on teaching strategies such as the use of technology in the classroom, and putting the fun back into functional skills.

Accounting, finance and business management (Good) Students use the extensive online business and accounting resources well to work

independently. However, the use of technology in the classroom to enliven lessons is underdeveloped.

Where necessary, good use is made of adaptive technology for students with disabilities so that they can participate fully in lessons.

Health and social care Early years and playwork (Good) Students demonstrate a good ability to work on their own through well-organised class

activities, homework and directed self-study, often using materials located on the VLE.

Foundation Mathematics (Good) Independent learning is encouraged by most teachers. Students benefit well from using

the colleges VLE with its good range of resources, including practice examination papers and short video clips explaining mathematics processes in clear and manageable stages.

Students make good use of, and like, the online resources which enable them to see how well they have done and on which topics they need to improve.

Sport (Requires Improvement) In the better lessons, teachers use current sporting examples to make the learning

relevant. For example, a study of an Olympic athletes pre-race preparation was used to reinforce students understanding of goal setting in a sports psychology lesson. In another lesson, the use of interactive technologies was highly effective in creating a student-centred session exploring the impact of drugs in sport.


Barking & Dagenham College (General FE College) April 2013; OE(2); PI(2); OfL(2); QTLA(2); ELM(1) Lead Inspector: Peter Green HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130424

Outcomes for Learners (Good) Attendance and retention of students have improved and are good. This is the result of

several well-planned strategies that include a breakfast club, home visits and appropriate use of modern information technology.

The quality of teaching, learning and assessment (Good) In the large majority of better lessons, teachers use a variety of thought-provoking

methods to ensure that students are suitably challenged; they make effective use of the excellent resources available, such as specialist computer software to increase students interest and enjoyment of lessons.

The effectiveness of leadership and management (Outstanding) The arrangements to monitor the performance of teachers to improve teaching, learning

and assessment are thorough, well established and very effective; they have led to clear improvements such as in the use of information and learning technologies and lesson planning.

Engineering & Motor Vehicle (Good) Students use of technology to promote their learning is good. They improve their

learning by thoughtful use of the colleges virtual learning environment (VLE) and specialist computer software to complete their tasks and assignments. When confronted by new or intricate tasks, such as designing complex circuitry, students make good use of helpful examples provided by their teachers on the VLE.

Foundation English & Mathematics (Good) These lessons are well paced and lively. Similar lessons involve students working against

a stopwatch to employ new vocabulary in sentences, using words unfamiliar to them; they also reinforce this by good use of information and learning technology to ensure they fully comprehend the spelling and meaning of the words.

Independent Living & Leisure Skills (Good) Teachers monitor students targets carefully using student diaries or electronic individual

learning plans. As a result of their weekly tutorial and the attentiveness of teachers, students can all name their targets and describe what they need to do to improve.


Basingstoke College of Technology (General FE College) May 2013; OE(2); PI(3); OfL(2); QTLA(2); ELM(1) Lead Inspector: Anita Pyrkotsch-Jones HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130688

What does the provider need to do to improve further? Increase the proportion of outstanding teaching and learning by:

improving the use of interactive whiteboards and information and learning technology (ILT) in lessons to involve learners more effectively.

The quality of teaching, learning and assessment (Good) The college is developing the use of technology and the virtual learning environment to

extend learning well in some areas. Classrooms are equipped with interactive whiteboards; but in many instances, teachers use this only to present text information. Tutors use an electronic individual learning plan to monitor learners progress, but this is under utilised.

Engineering & Motor Vehicle (Good) Teachers use new technologies, group work and peer assessment to make learning

informative and varied, and make effective use of information and learning technology. The colleges virtual learning environment helps learners to carry out independent research and consolidate their understanding of work covered in class.

Resources to support learning meet the needs of learners and of the qualifications they are studying. The college workshop and laboratories are of a good standard. Classrooms and computer suites are conducive to learning.

Hairdressing & Beauty Therapy (Good) The tracking of learners progress and the use of target setting are good. Learners and

teachers use an electronic system effectively, with learners being instrumental in planning and reviewing their own targets. Learners know what they need to do to progress.

In weaker lessons teachers provide insufficient challenge to meet the needs of the most able learners. They use interactive whiteboards to display text, but do not use them enough in an imaginative way to support learning.

Health, Social Care & Childcare (Requires improvement) Learning resources are satisfactory with improving use of ILT in the classroom, including

the use of mobile phones to research for assignments and for finding definitions. Learners use of the electronic individual learning plan is satisfactory, but targets largely

relate to unit task completion, neglecting aspects such as work placement, personal targets or functional skills.

Visual Arts & Media (Good) Teachers in media use technology very effectively to check and extend learners

understanding and to stimulate debate on relevant current or contentious topics. Learners enjoy the speedy outcomes provided by this method, the diverse responses and the lively discussions that ensue.


Bexley College (General FE College) May 2013; OE(3); PI(3); OfL(3); QTLA(3); ELM(3) Lead Inspector: Richard Moore HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130428

What does the provider need to do to improve further?

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

The quality of teaching, learning and assessment (Requires improvement) Tutors use a very limited range of teaching strategies and students become bored

quickly through not understanding what is expected of them. These lessons lack a clear direction. The use of learning resources, including interactive learning technologies, is often rudimentary or missing altogether.

ESOL & Foundation English (Requires improvement) The use of ILT in lessons is under developed. In the weaker classes, tutors make poor

use of ILT as a basic teaching resource to display key information to students. In a few lessons, the font size used by tutors in presentations to display aims and objectives is too small for learners at the back of the classroom to read.

Hairdressing & Beauty Therapy (Requires improvement) They use small group work to good effect in order to develop students research skills.

However, the use of information and learning technology (ILT) and the internet by both students and tutors is insufficient to enhance learning.

Health Social Care & Early Years (Good) Tutors use many of the learning materials and resources at their disposal well to

enhance students understanding in lessons. Students enjoy the way in which many tutors use videos and media clips effectively to make their studies more relevant and meaningful. Tutors are knowledgeable about their subjects and use their vocational experience well to enhance the application of theoretical knowledge to practical situations in the workplace. However, in some lessons, tutors rely too much on the use of long PowerPoint presentations.


Bicton College (Specialist College) May 2013; OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Russell Jordan HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130651

What does the provider need to do to improve further? Develop strategies to advance independent learning outside the classroom, including

further extension of the virtual learning environment. Outcomes for learners (Good) Learners frequently demonstrate strong leadership and problem-solving skills. However,

a variation in quality exists between subject areas in the resources available in the colleges virtual learning environment; this contributes to a variation in the extent to which all learners develop independent learning skills or make progress in their learning to the same high level.

The quality of teaching, learning and assessment (Good) Information and learning technology (ILT) resources are good; however, they are not

used imaginatively to enhance or enrich learning. The virtual learning environment (VLE), although much improved as a result of significant investments in infrastructure and staff training, is still at an early stage of development, and the potential to provide flexible routes of attendance on courses or support part-time and work-based learners has not yet been realised.

Tutors are supportive and know the learners well. Most tutors and learners use the electronic individual learning plan effectively. However, variations exist in the effectiveness of the process, and the college does not adequately monitor the quality of all these support activities in a timely way.

Animal care, equine studies and veterinary nursing (Good) A minority of theory lessons lack sufficient challenge, do not develop sufficiently

independent learning and have too few on-going checks on learning. The use of the virtual learning environment to enhance learning during or outside lessons is underdeveloped.

They know their targets and know how to use their electronic individual learning plan to check their progress.

Horticulture and floristry (Good)

Learners develop independent learning skills by updating specimens within the grounds with identification information, and by using the well-resourced virtual learning environment.

Agriculture and agricultural engineering (Good) Appropriate course work and on-site training contribute well to apprentices progress.

However, the virtual learning environment is seldom used by staff or apprentices. It acts largely as a repository for documents, rather than providing exciting interactive learning materials.


Birkenhead Sixth Form College (Sixth Form College) Dec 2012; OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Patrick Geraghty HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130494 The quality of teaching, learning & assessment (Good) The quality of resources to support learning is good and most teachers prepare engaging

learning materials. Learners find the colleges computer-based resources particularly useful in helping them to continue learning outside the classroom, to track their own progress and negotiate strategies to make up any hours of study deficit recorded on this system. The college acknowledges the need for a greater use of the interactive features of new technologies within the classroom.

Subject teachers and personal tutors fully support individual learners through the use of college-wide review days, individual tutorials and the pastoral notes entered onto the online progress monitoring system.

All managers, teachers, learners and parents are able to access the colleges online progress monitoring system to view learners progress and performance reports and a significant proportion of parents access progress reports in this way. Teachers set aspirational achievement targets and learners are aware of their progress towards these targets.

Science and mathematics (Good) There is good use of information and learning technology (ILT). Teachers use interactive

whiteboards confidently to develop solutions using learners input, to incorporate video demonstrations, and to time learners activities. The virtual learning environment (VLE) contains very good course-related material as well as some excellent extra-curricular resources to engage learners. Learners regularly use the system in their own time to improve their notes or understanding.

Business, law & economics (Good) The use of ILT is well developed on most courses and particularly well developed in law.

In a few areas it remains underdeveloped, particularly in providing extension materials and stimulus to challenge the more-able students.


Boston College (General FE College) Jan 2013; OE(3); PI(2); OfL(3); QTLA(3); ELM(3) Lead Inspector: Paula Heaney HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130761

The quality of teaching, learning and assessment (Requires improvement) Only a minority of teachers are confident and capable in the use of information learning

technology (ILT) and use it well to present information, show video clips and create interesting activities that engage learners. However, too many simply use it to project information.

Hospitality & Catering (Good) Teachers use ILT well and continue to develop its use to support learning more

effectively. A good example of this is where learners used their mobile phones to link quickly to on-line video clips to develop their bakery skills. The virtual learning environment is well populated with learning resources which learners access independently to help prepare for practical sessions.

Business (Requires improvement) The use of ILT is underdeveloped. Many teachers have an over-reliance on presenting

information and use interactive media infrequently. Staff and learners do not benefit sufficiently from the virtual learning environment.

Learning difficulties and disabilities (Good) Classroom lessons are well structured, varied and stimulating and use practical activities

that keep learners moving and focused. Learning materials are of good quality. Teachers use ILT confidently and integrate literacy and numeracy skills development well into lessons. They deploy very effective strategies to help learners think, correct themselves and recall previous learning.

Visual & Performing Arts (Good) In a minority of lessons the use of ILT to enrich the learning experience is

underdeveloped.


Brighton, Hove and Sussex Sixth Form College - BHASVIC (Sixth Form College) Oct 2012; OE(1); PI(1); OfL(1); QTLA(1); ELM(1) Lead Inspector: David Martin HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130669

The quality of teaching, learning & assessment (Outstanding) Assessment of learners work is outstanding and learners value feedback from teachers.

A college strategy makes clear the high expectations of assessment and it is well implemented by subject areas, matched to learners needs. Formative assessment in lessons is made interesting to learners using a wide range of methods, including mini whiteboards, red/amber/green cards and mobile technology.

Resources to support teaching and learning are very good. Information and communication technology (ICT) is used well within lessons to promote learning, often with excellently conceived software packages. The good use of social networking sites fosters and promotes subject discussions. A well-developed college virtual learning environment (VLE) is used extensively and routinely to ensure that learning continues outside the classroom, for example through e-learning at home.

Progress is monitored effectively, both within lessons and through twice-yearly subject reviews. Computer-based individual learning plans, still developing, provide a single, accessible repository for all information.

Sport, leisure and recreation (Good) Information learning technologies (ILT) are used well to promote learning, both in and

away from the classroom. Learners of sport and exercise science are confident in the use of technology and work purposefully to complete independent research work. On-line feedback for assignments provides the opportunity to develop analytical and evaluative skills, supporting the achievement of high grades.

Mathematics and statistics (Outstanding) Teachers use ICT very effectively to promote learning. They upload assignments to the

VLE and learners find it valuable that they can use this resource to plan ahead. The learners find that appropriate software packages bring the subject to life, for example sketching polar graphs.

Teachers plan meticulously and adopt a variety of often innovative learning activities that ensure learners rapidly gain appropriate mathematical skills. For example, mobile phone apps are used for testing understanding and competitions in the form of puzzles and quizzes, with rewards to further motivate learners. While lessons are inclusive, planning does not focus sufficiently on the promotion of issues surrounding equality and diversity.

Learners value very highly the support they receive from teachers outside of lessons and the way that they are encouraged to help each other with work. Social networking sites are used very effectively to foster and promote discussions of problems and teachers post solutions to questions online for groups of learners who require assistance.

Science (Good) Learners cite the high levels of support from teachers as a key strength of science

provision. They appreciate the availability of staff through lunchtimes, when they are not teaching, and the help they receive through staff postings on social media sites outside of college hours. In preparation for examinations, teachers also provide helpful revision sessions using interactive on-line tutorials.


Bromley College of Further and Higher Education (General FE College) Jan 2013; OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Alan Hinchliffe HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130430 The quality of teaching, learning and assessment (Good) In effective lessons teachers directed probing questions which checked and furthered

learners understanding effectively. Learners often worked collaboratively and productively in small groups or pairs. Teachers exploited the potential of interactive whiteboards adeptly to enliven and extend learning.

Computers and other information technology are widely available and often used very effectively, for example when learners carry out research using the internet during their lessons.

An increasing number of learners use the colleges virtual learning environment for independent study. Engineering and motor vehicle learners make regular and highly effective use of excellent interactive resources. In other curriculum areas, learners value being able to review materials from their lessons and complete additional activities. However, not all subject areas yet offer their students such ready access to good electronic resources.

Workplace learners benefit from sophisticated electronic portfolios, which allow them and their assessors to monitor their progress closely. A recently-introduced electronic tracking system for college-based courses provides teachers and learners with similar benefits. However, although learners progress is monitored carefully, too often it is not clear to learners precisely what they need to do to improve their progress, nor how to do it.

Health, social care & early years (Good) In work-based learning, learners progress is monitored using a sophisticated and

effective electronic system. This is valued by learners with family and work commitments, who have access to high-quality resources and online tutorial support from home.

Teachers are available out of lessons for college-based learners and communicate with work-based learners by text, emails, web-based technology and phone.

Science and mathematics (Requires improvement) Information and learning technology are used to support learning very effectively.

Learners on psychology and BTEC programmes use the internet frequently to carry out research, both in class and at home. This encourages independent learning. In other subjects, learners use computer-generated quizzes to check learning and understanding. The virtual learning environment provides a number of useful links and resources, is popular with learners and is well used for all subjects.

Business, administration & law (Requires improvement) Learners in business use information and learning technology satisfactorily. In more

successful lessons teachers enliven learning with recent business-related online video clips, but in other lessons opportunities to stimulate interest are missed. The use of information and learning technology by learners to develop research and presentation skills is inconsistent.

Learners are clear about assessment requirements and deadlines and written feedback is given promptly, online in most instances.


Brooksby Melton College (Specialist College) Jan 2013; OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Paula Heaney HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130754 The quality of teaching, learning and assessment (Good) Teachers use information and learning technology widely to support learning.

Considerable investment has ensured that students have good access to technology. Students and teachers use the information held in the virtual learning environment frequently and well.

Animal care & equine studies (Good) A few lessons have insufficient pace and challenge. Teachers use of interactive learning

technology to promote learning lacks imagination. Performing Arts (Good) Performance spaces, studios and classrooms are adequate but uninspiring, with few

displays or celebrations of learner work. While information learning technology benefits learning satisfactorily, opportunities to film students performances to aid better reflection are underdeveloped.

Business studies (Requires improvement) Presentations using information learning technology are uninspiring on occasion. Students review their personal targets regularly through the virtual learning

environment.

Manufacturing technologies & Motor Vehicle (Good) Teachers plan the majority of lessons well. They make them interesting with a variety of

activities which promotes learning. These include interactive e-learning and written comprehension exercises completed in pairs.

Teachers develop numeracy well in the large majority of vocational lessons, such as in one lesson where learners manipulated formulae confidently to calculate voltage using Ohms Law. In this lesson, the teacher expertly used stimulating interactive e-learning software, accessible to the learners via the virtual learning environment.


Cadbury Sixth Form College (Sixth Form College) Oct 2012; OE(3); PI(3); OfL(3); QTLA(3); ELM(3) Lead Inspector: Philippa Francis HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130469 This college has the following strengths:

Information and learning technology are used well to support learning. The quality of teaching, learning & assessment (Requires improvement) Where the teaching is good, lessons are carefully planned, include an appropriate variety

of activity, sufficient challenge and all the students learn well. Teachers in these lessons often make good use of information and learning technology and give strong attention to the development of technical terms.

Social sciences including psychology (Requires improvement) Teachers and students make good use of information and learning technology and

students are encouraged to use self-directed study outside of the classroom. Teachers are setting more homework this year to help develop independent learning skills and to prepare students for the next step.

Although much teaching contains good features, there is little that is exciting or inspiring. Teaching is generally well-planned, interesting and includes variety to meet different learning preferences. Resources, including social media, Youtube, video and music are used well to support learning. For example, in a lively sociology lesson the teacher used the words of a pop song to develop students understanding of a particular theory.

The effectiveness of leadership and management (Requires improvement) Managers have initiated a number of actions successfully to help students to work

independently; these include effective use of information and learning technology, homework clubs and catch-up sessions that have increased greatly the amount of homework and independent study completed by students. Teachers increasingly use more student-centred classroom activities and weak teaching has been largely eliminated.

Science (Good) The virtual learning environment provides a range of useful resources which students

appreciate. A significant proportion of AS-level students struggle to learn well independently, but these skills are well-developed in A-level students.


Cambridge Regional College (General FE College) Oct 2012; OE(2); PI(2); OfL(2); QTLA(2); ELM(2) Lead Inspector: Lindsay Hebditch HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130610 The quality of teaching, learning and assessment (Good) Accommodation and resources to support learning are excellent. Technology and

practical demonstrations are used well in most lessons to illustrate topics and often include the imaginative use of the colleges virtual learning environment. Learners value this environment highly and use it effectively to catch up on missed work and prepare materials for their next lesson. However, the virtual learning environment contains much better materials, and is therefore more useful, in some subject areas than others.

Hospitality & catering (Good) Teachers make effective use of information and communications technology to provide

good quality learning resources, including for learners who do not attend college. Good text materials and video clips of current kitchen practices help learners link theory to practice and to improve their skills in professional cookery.

Learners progress is supported well. College-based staff use a social networking site to communicate with apprentices while they are in the workplace and to ensure that assessment takes place at appropriate times.

Construction crafts (Good) Learners have good access to learning resources, including animations, course materials

and assessment exercises on the colleges virtual learning environment. Learners appreciate that they can gain access to these materials from any place where there is an internet connection.

Learners with particular difficulties receive very good support. The college has devised a new sign language to cover technical terms for deaf learners and provided video clips on the virtual learning environment which feature a signer so that deaf learners are able to participate fully.

Hairdressing & beauty (Good) The colleges virtual learning environment provides a comprehensive range of resources

for learning and is very well used by learners for independent study outside their timetabled lessons. Learners particularly value the opportunity to catch up on work missed or to prepare materials in advance of lessons.

Media & communication (Good) Assessment is well planned. Media learners have assignment course books that contain

all the briefs for the year with associated learning materials that are supplemented by some excellent resources on the colleges virtual learning environment including book lists, video clips, links to useful websites, drop boxes where learners can deposit their assignment work for marking, and discussion forums. However, not all areas of the virtual learning environment are as well populated or interactive, leading to frustration for some learners.


Capel Manor College (Specialist College) Oct 2012; OE(2); PI(2); OfL(3); QTLA(2); ELM(2) Lead Inspector: Wilf Hudson HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130438 What does the provider need to do to improve further? - Develop more effective use of information and learning technology (ILT) to support

learning by ensuring that all students have access to suitably programmed computers and that all teachers make good use of the colleges virtual learning environment.

- Fully implement the computer-based attendance monitoring system across all provision to improve the efficient monitoring of students attendance at lessons, and use this important performance indicator more fully to evaluate the quality of provision.

Outcomes for learners (Requires improvement) The college has been slow to introduce a computer-based system to help managers and

tutors have easy access to timely data regarding students attendance. Quality of Teaching, Learning & Assessment (Good) The use of computers and other technologies to support learning requires improvement.

There are some good examples of the use of ILT, for example arboriculture apprentices use of smart phones and a bespoke electronic mailbox to submit and mark their course work; however, not all teachers are adept at using the technology that is provided. Inspectors observed little effective use of computers in classrooms, nor did they see many teachers take full advantage of the learning potential of interactive whiteboards in lessons.

Animal care & animal management (Good) Computers are used well to support learning. Students learn independently, research

topics and can confidently explain and record what they have learnt.

Arboriculture and countryside management (Good) In the best lessons, good use is made of information and learning technology (ILT) to

illustrate teaching points, but generally insufficient use is made of the computers and ILT resources that are available. For example, in one lesson, plant pathogens were verbally described to students when the teacher could have made use of the wide range of images available on the internet to see pictures of these pathogens and their explicit effects on plants.

Horticulture & hard landscaping (Requires improvement) Very few lessons observed during the inspection included any use of computers or other

technologies to support learning.


Central Sussex College (General FE College) Oct 2012; OE(3); PI(2); OfL(3); QTLA(3); ELM(3) Lead Inspector: David Martin HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/129383


Fully implement the newly introduced college-wide arrangements for electronically recording and tracking learners progress.

Better promote learning through teachers more extensive and ambitious use of information technology in their teaching. Help them to work with learners to better exploit the potential of the colleges virtual learning environment, especially for self-study.

Quality of Teaching, Learning & Assessment (Requires improvement) Information and learning technology (ILT) to support learning is under used by teachers.

In a few subject areas, very effective use is made of technology in sessions to maintain learners interest and promote learning. The use of the colleges virtual learning environment (VLE) to support and extend learning outside sessions requires development. In English language and literature and in construction, teachers use podcasts, social media and materials that are topical and useful for learning, but in a large minority of subjects the VLE is largely used to download documents and presentations.

The effectiveness of leadership and management (Requires improvement) Teaching resources in most areas are also good. In a few areas, such as science and

ESOL, access to high-quality equipment for learners, such as laptop computers in classrooms, is insufficient.

Early years education (Outstanding) Staff and learners use technology very effectively in the research and presentation of

work. Visual and performing arts (Outstanding) E-learning technology is used appropriately and effectively.

Foundation mathematics (Requires improvement) Better lessons are well prepared and well structured, with a variety of learning activities

to meet learners needs, including games, practical activities and information and communication technology (ICT), such as using drag and drop on the interactive whiteboard to create diagrams, and computer games to practice ratios. These lessons engage learners interest and stimulate discussion and learning.

Science & mathematics (Requires improvement) In mathematics lessons, computers too often lie idle. However, there are not enough microscopes and the laptop computers are old and slow.

In most subjects, learners regularly use the colleges VLE to download resources and course materials, although the amount of resources to support independent learning is too small.

Engineering (Good) Learners receive good guidance through electronic tutorial tracker systems.


Cheadle and Marple Sixth Form College (Sixth Form College) Dec 2012; OE(3); PI(3); OfL(3); QTLA(3); ELM(4) Lead Inspector: Andrew Johnson HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130515


Improve learning by giving students more opportunity to deepen their understanding and knowledge in lessons, for example using information learning technology more effectively. Build upon the good teaching in many vocational and some academic subjects to increase the number of outstanding lessons.

The quality of teaching, learning & assessment (Requires improvement) Students value the vocational and subject expertise of their teachers and assessors and

tap into this by asking them many questions about their work. However, students are not taught to be sufficiently independent, the use of the virtual learning environment (VLE) to extend learning is highly variable and innovative technologies are rarely used well to support learning, deepen understanding and develop research skills.

Mathematics and statistics (Requires improvement) A virtual learning environment is available to all students studying mathematics, but too

few students take full advantage of these resources.

Social science and geography (Requires improvement) Lesson planning is inconsistent; in the better lessons a variety of activities develop,

stretch and challenge all groups to their full potential. Weaker lessons are formulaic, students spend too long listening passively and activities fail to stretch the more able. The VLE is used well to develop independent learning in economics and geography, but its use remains underdeveloped in sociology and politics.

The effectiveness of leadership and management (Inadequate) An effective electronic system for monitoring students progress has been introduced; it

allows students, staff and parents to monitor performance against academic and personal targets, although it is not used consistently well across the college. Improvements made to the quality and accessibility of management information allow managers to gather data to monitor performance against targets, but the analysis and impact of this vary widely between managers and teachers across different subjects.

The recently introduced electronic monitoring system is well-understood by staff and students, but the impact it has varies widely between subjects. Apprentices and students on advanced vocational programmes benefit from frequent and well-planned assessment with good involvement from employers. Work experience is used well by these students to apply their learning and develop good vocational skills but this is not always the case on more academic programmes.

Visual arts and media (Requires improvement) Assessment and feedback are good. Marking is done frequently and work is promptly

returned with clear advice on how to improve; the electronic assessment recording system is used well. Written work is of an appropriate quality but spelling and punctuation errors are not always corrected consistently.


City College Coventry (General FE College) Mar 2013; OE(4); PI(3); OfL(4); QTLA(4); ELM(4) Lead Inspector: Bryan Davies HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130473

Quality of Teaching, Learning & Assessment (Inadequate) Learners benefit from good accommodation and resources. A few rooms are cramped

and learners have limited access to computing facilities when not in lessons. Teachers have good access to equipment and new technologies to support learning and, in a few instances, use them well to engage learners. Too often this expensive technology is used only for PowerPoint presentations. The use of the colleges virtual learning environment to encourage and promote learners independence varies markedly between curriculum areas.

The effectiveness of leadership and management (Inadequate) The lack of access to college data, resulting from an information systems upgrade in

autumn 2012, has impeded managers ability to review and monitor progress. Managers do not use the wide range of published data to inform their views of college performance. The college information system is improving but use of data across the college is weak.

Science, Mathematics & statistics (Inadequate) Teachers make extensive use of information and learning technology in lessons, but in

too many lessons they fail to realise its full potential and its use is limited to PowerPoint presentations. Learners receive a wide range of electronic resources for independent study from their teachers, but complain of limited access to computers particularly in lunch breaks.

Visual arts & performing arts (Requires improvement) Most teachers do not use information and learning technology creatively to support and

enhance learning. As a result, teachers miss many opportunities to develop and reinforce learners research and discussion skills, skills that are often important in the creative industries.


City College Plymouth (General FE College) Oct 2012; OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Margaret Swift HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130649 Quality of Teaching, Learning & Assessment (Good) Teachers excellent use of information technology in engineering helps learners

remember the configuration of electrical circuits. Managers acknowledge that the very good practice that some areas of the college have

developed in using the e-ILP to set measurable targets for all learners needs to be shared across all areas.

Health social care & early years (Good) Resources are good and teachers use these well to support the development of practical

caring skills. Learners make good use of information technology, including the college intranet, in the research and presentation of their work.

Engineering & manufacturing technologies (Outstanding) Teachers use of information technology in theoretical lessons is effective in helping

learners to make good progress.

Hospitality & catering (Outstanding) Teachers use technology well and learners develop good research skills in lessons. Foundation English, mathematics and ESOL (Good) In all lessons, learners and teachers use information technology well. Teachers and

learners use interactive whiteboards to write and illustrate learning points and access on-line learning information. In all lessons learning materials are clear and well produced and the virtual learning environment (VLE) is used effectively by learners to access additional learning materials.


City of Bath College (General FE College) Jan 2013; OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Russell Jordan HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130558

Outcomes for learners (Good) Students frequently demonstrate strong leadership and problem-solving skills, with the

skilful encouragement of their teachers. Many students make very good use of information and learning technology (ILT) using, for example, tablet computers or mobile phones, to learn independently of their teachers. In a lesson for apprentices in refrigeration, apprentices were making very good use of mobile phone apps, as used in the field by refrigeration engineers, to complete complex conversion calculations.

Quality of Teaching, Learning & Assessment (Good) Students make good progress and teachers check their learning frequently and securely

in a number of different ways. These include skilful questioning, or sometimes using mobile technology and other methods which are enjoyable and appealing to students.

Many students develop skills for independent learning very effectively. The routine use of ILT in many lessons enhances learning. Students often make excellent use of the latest technology when researching and recording information and completing assignments, for example they make good use of the virtual learning environment (VLE). Students monitor their own progress online and use social media highly productively to communicate with teachers and peers.

Sport (Good) The use of interactive and mobile technologies motivates students and enhances their

engagement with their learning and assessment. For example, students used their mobile phones to send answers to the board and made a video telling the story of glucose from digestion to muscle contraction, as part of their assessment. In a basketball session, students took photographs of the different phases of the set shot to outline the key coaching points.

Foundation English (Requires improvement) In the better lessons, effective planning ensures learning activities meet closely students

individual needs. Teachers provide lively and imaginative lessons using interactive technology to interest and motivate learners.

In other lessons, although good interactive resources are available, they are not used fully. Too frequently their use is limited to the display of learning objectives and reviews at the end of the lesson. Staff and students make very little use of online functional skills resources to extend functional skills learning independently or in lessons.

Visual Arts (Outstanding) Video and sound clips enhance learning. Students value excellent course-level social

media sites and use them frequently for notifications, to upload images and to refer to websites links posted by both staff and peers, developing their critical approach well.

Health & social care and early years (Requires improvement) Students are unable to work at their own pace and independently in many lessons.

Teachers provide too few signposts to relevant resources to encourage students to study independently. Students understanding of how to use the VLE is weak, and the resources available are insufficient to enable students to keep up with their work and to extend their knowledge and skills.


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.


City of Bristol College (General FE College) Jan 2013; OE(4); PI(2); OfL(4); QTLA(4); ELM(3) Lead Inspector: Shaun Dillon HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/131094 Quality of Teaching, Learning & Assessment (Inadequate) In the best lessons, teachers make creative use of the many good resources and pay

good attention to health and safety in practical lessons. They use information and learning technology and the virtual learning environment to good effect to develop learners independent learning skills.

Managers have extended the use of electronic individual learning plans, through which teachers agree targets with learners. Many of these targets are not clear, meaningful or demanding, and they are not specific to the individual learner. They are often about general coursework matters.

Health, social care, early years and playwork (Requires improvement)

Learning resources are good and are often used well by staff and learners to aid understanding. In the best lessons, teachers use the virtual learning environment, information and learning technology and interactive quizzes well to involve learners of all abilities in learning.

Hairdressing & beauty therapy (Requires improvement) Learners make good use of their own iPhones and information and communication

technology to expand and explore their learning and understanding. Independent living & leisure skills (Good) In many lessons, learners use the available classroom technologies with confidence and

a few learners use the interactive whiteboard naturally to aid their learning.

Administration Apprenticeships, other work based learning (Good) Staff have improved the quality of target setting, including the development of learners

functional skills. Their use of information and communication technology, however, is insufficient to track and monitor learning and assessment effectively. Assessors spend too much time during learners reviews completing common information on standard forms.

Motor vehicle Apprenticeships (Inadequate) Learners in the paint area benefit from using good learning materials through the

recently developed virtual learning environment, but the material for learners on other apprenticeship programmes is insufficient for their needs.

Sport, leisure, recreation & public services (Requires improvement) Learners make good use of material from the virtual learning environment to support

their learning. Foundation English (Inadequate) Not enough teaching and learning are good or better. In the few good lessons, a variety

of learning activities, including short film clips and the effective use of interactive whiteboards, keeps learners motivated.


City of Stoke-on-Trent Sixth Form College (Sixth Form College) Oct 2012; OE(3); PI(3); OfL(3); QTLA(3); ELM(3) Lead Inspector: William Baidoe-Ansah HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130817 The quality of teaching, learning & assessment (Requires improvement) Teachers are well qualified and resources to support learning are good. The design of

the colleges smart new building is successful in providing a good variety of different types of specialist and open-access accommodation to support learning. The learning resource centres are equipped well with computers and students make good use of them to develop their learning within and outside of lessons.

Performing arts, media and communications (Good) Many students are purposefully engaged through well planned and managed learning

activities that cater for the needs of students with a range of abilities. Teachers make good use of sharply focused questions that encourage students to develop oral skills and to show their grasp of technical language. They also make skilful use of interactive technology to demonstrate techniques and illustrate the work of artists.

Social science and psychology (Requires improvement) The quality of teaching and learning varies considerably. In the best lessons students are

encouraged to develop independent learning skills and take responsibility for their own learning. Teachers plan activities to engage all students and to ensure that they make and exceed expected progress. In one lesson, very effective use of an electronic voting quiz engaged all students to review the topic of childhood covered in the previous lesson.

Teachers are experienced and well qualified in their subjects and a number of them are external examiners. They use technology well to promote learning and provide good quality learning resources such as psychology topic work books that have a good range of exercises and activities to develop and apply concepts. Teachers give timely and effective academic support to students during weekly tutorials. In one session they provided students with effective support materials to improve their essay writing skills.


City of Westminster College (General FE College) Jun 2013; OE(2); PI(3); OfL(3); QTLA(2); ELM(2) Lead Inspector: Stewart Jackson HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130423 Quality of Teaching, Learning & Assessment (Good) The use of information and learning technology and the virtual learning environment are

developing very well and students now use these effectively in some curriculum areas. Students have good access to laptop computers from the learning resource centre and make good, appropriate use of them.

The tracking of students progress and the use of target setting are much improved and are now good. Where curriculum areas have fully adopted the new electronic tracking system, it is very effective in reviewing and updating students progress. Students value being able to monitor their own progress more easily. However, this system was introduced fairly recently and is not being used consistently well in all curriculum areas.

Business (Good) The use of technology to support both learning and assessment is variable. Teachers in

college make very good use of technology to bring real business issues into the classroom, enriching the students experience. Students make effective use of resources on the college virtual learning environment. However, for most students in the workplace, the use of technology to promote a broader understanding is underdeveloped and some training resources for digital marketing do not match industry standards.

Marketing apprentices use innovative, online, face-to-face tutoring which has enabled those who were struggling to make rapid progress.

Sport Leisure & Recreation (Good) The monitoring of students performance has improved significantly and is now good.

Teachers work with students to set meaningful targets that they review and update regularly using the new electronic tracking system, motivating students and keeping them on target to achieve. However, teachers do not always set sufficiently challenging targets for advanced-level students and, consequently, a minority of these students do not achieve their full potential.

Foundation English (Requires improvement) Teachers planning of learning is not consistently good enough. In the better lessons,

teachers plan in detail an appropriate range of interesting activities that are well suited to ensuring that all students achieve their full potential. Teachers skilfully plan for the use of a variety of electronic resources, and select interesting topics to support the more able students in building their range of vocabulary.

However, teachers do not make effective use of the new electronic tracking system to monitor progress. Students do not always have a clear understanding of what they need to do to improve and their teachers do not review their progress regularly enough.


City of Wolverhampton College (General FE College) Apr 2013; OE(3); PI(4); OfL(3); QTLA(3); ELM(3) Lead Inspector: Philippa Francis HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130484 Quality of Teaching, Learning & Assessment (Requires improvement) A majority of teachers integrate information and learning technology (ILT) into their

lessons, but often they miss opportunities to make full use of this technology to enhance learning. Teachers are developing the use of the virtual learning environment well and they and learners use it increasingly effectively across subjects.

Information & communication technology (Requires improvement) Teachers use technology well to help learners. For example, assignment briefs and

feedback including improvement points for learners are accessible on the virtual learning environment (VLE) and often include short, helpful explanatory videos.

Teachers monitor full-time learners progress well. Learners monitor their own progress using the VLE remotely.

Sports, travel & tourism studies (Good) Teachers do not always use information and learning technology well and imaginatively

to support learning. Learners use the virtual learning environment widely to support their coursework as well as to keep track of their own progress through their e-learning plans. However, teachers targets in these plans are not consistently specific or measurable nor are targets aspirational in encouraging learners to maximise their potential.

Hairdressing & beauty therapy (Inadequate) Teachers use technology effectively to display images, play music and videos.

Foundation English (Requires improvement) Teachers use of information and learning technology (ILT) to promote learning requires

improvement. Too few teachers use ILT resources to stimulate and enrich learning. Teachers use of interactive whiteboards, mobile technologies, video clips or other computerised resources is underdeveloped.

Business (Good) They encourage learners to provide a wide range of evidence including audio recordings

and photographs. However, information and communication technology (ICT) is not used widely enough to support learning and assessment which limits learners opportunities to experience and become familiar with up-to-date technology.


Coulsdon Sixth Form College (Sixth Form College) Jan 2013; OE(4); PI(4); OfL(4); QTLA(3); ELM(3) Lead Inspector: Alex Falconer HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130433 This provider has the following strengths:

Good and extensive use of information and learning technology (ILT) to engage students in learning.

The quality of teaching, learning & assessment (Requires improvement) Students enjoy using information and learning technology in their studies. They use

laptop computers successfully in many lessons to access the college virtual learning environment. They upload assignments, complete on-line tests, use good quality worksheets and resources and communicate with each other and their teachers.

Teachers and tutors do not use the recently-developed electronic tracking systems to their full potential as they do not yet contain enough assessment data.

Science and mathematics (Inadequate) Science students benefit from good information and learning technologies in lessons.

They use computer-based activities and simulations to good effect, particularly in group work. In a biology lesson, for example, students successfully viewed a short animation to help them understand the complexities of enzyme specificity.

Students also benefit from the availability of computers in the library and the learning zones. Teachers have updated their schemes of work to include opportunities to direct students to resources such as MyMaths and Bring On The Maths that can help them in their learning.

Art, design and media (Requires improvement) Studios are well equipped and students use modern information technology and social

media proficiently. Teachers provide helpful blogs which enable students to access teaching and learning materials to extend their learning or to catch up. Students in art and design manipulate imagery imaginatively and produce interesting electronic sketch books. Film studies students compile comprehensive on-line notebooks providing them with up-to-date, easily accessible information.


Croydon College (General FE College) Dec 2012; OE(3); PI(2); OfL(4); QTLA(3); ELM(3) Lead Inspector: Richard Beaumont HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130432

Quality of Teaching, Learning & Assessment (Requires improvement) Technology is used particularly well in the majority of lessons, with a commendable

exploitation of the power of interactive whiteboards aiding imaginative and engaging teaching and learning. The use of electronic submission and return of work is increasingly improving the learning process and includes a forum to allow peer review of students work.

However, as recognised by the college, there are still pockets of unsatisfactory teaching and learning, epitomised by poor classroom management, insufficient planning of learning, uninspiring learning materials and disruptions caused by poor punctuality, leading to students losing attention and occasionally resorting to their mobile phones for something more interesting.

Arts, media & publishing (Inadequate) However, a significant minority of teaching and learning at advanced level is inadequate.

..The technology and web-based media that are prevalent in the arts are not used effectively by teachers to help students improve the standard of their work.

ESOL (Requires improvement) In the better lessons.Activities are fun and challenging and many are applied to

students personal lives. Interactive technology is used effectively to engage pre-entry students in matching images and words and the use of mobile phones and video clips to support examination practice is good.

Foundation English (Requires improvement) Imaginative use of information and learning technology effectively engages and develops

students knowledge and understanding. For example, students who had not been in education for a long time sang along to a musical video to engage them in a subsequent discussion that was linked well to their assessment.

Health, social & childcare (Good) The monitoring of students progress is good with students and teachers having good

access to computers to update electronic learning plans. Students are set specific, challenging and measurable targets to produce high quality work, to clear deadlines and take responsibility for aspects of their lives that might have an adverse impact on their time at college.

Leisure, travel & tourism (Requires improvement) Students enjoy their lessons and value the chance to work in the library and use

computers outside of class time. Advanced apprentices in sporting excellence are supported well to achieve their career

goals by skilled, expert sports coaches. The innovative use of smartphones allows teachers and students to capture and review performance during training sessions and effectively use the information to plan future learning goals towards becoming a professional athlete and competing at the highest level.


Doncaster College (General FE College) Apr 2013; OE(2); PI(3); OfL(2); QTLA(2); ELM(2) Lead Inspector: Patrick Geraghty HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130526 Quality of Teaching, Learning & Assessment (Good) In the better lessons teachers make very good use of information and learning

technology (ILT) to enhance learning. Many students are confident in their use of technology to improve the quality of their work and enhance employability skills. Excellent use of ILT was seen in engineering. However, the use of ILT is variable across provision and the college acknowledges the need to develop the use of the virtual learning environment more fully.

Engineering (Good) Teachers use technology imaginatively to promote and encourage learning. Students

improve their learning by frequent use of specialist computer equipment and software. For example, students used the virtual welding simulator to practise and develop their welding skills.

Administration, accounts & finance (Good) Accountancy apprentices benefit from access to a range of online activities developed by

the tutor which they regularly complete at home and at work to promote consolidation of their learning. The college recognise the need for a dedicated workplace virtual learning environment site.

The pace of delivery of classroom-based learning is brisk and challenging. In an intermediate level accounting session students successfully kept pace with the tutor`s demonstration of a computerised accountancy package using features of the interactive whiteboard to good effect.

Sport, travel & public services (Good) In the minority of less effective lessons, teachers do not ensure that questioning

adequately challenges all students. Teaches (sic) use of a narrower range of learning strategies limits students further development and progress. ILT is not used creatively to further develop learning.

Health, social care & child care (Good) Target setting on individual learning plans (ILPs) is variable. The better ILPs are

electronic and have specific targets and comments that can be set by the student, personal tutor and the pastoral support worker.

Basic skills for life, literacy & numeracy (Good) Equality and diversity are well promoted through the colleges approaches to supporting

and promoting reading for learning and pleasure. An interactive e-resource encourages students to blog about books they have read and share their experiences with others. This is well used in particular by English speakers of other language students. Linking DVDs to books is encouraging more young male students into reading.


Dudley College of Technology (General FE College) Feb 2013; OE(2); PI(2); OfL(2); QTLA(2); ELM(2) Lead Inspector: Lindsay Hebditch HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130475 Quality of Teaching, Learning & Assessment (Good) Learners value their access to the colleges virtual learning environment (VLE), but it

remains underdeveloped as too few subjects use it to provide opportunities to extend learning.

In good lessons teachers use information and learning technology (ILT) in stimulating ways to capture learners interest and stimulate their thinking. They use directed questioning well to check and extend learning. In many lessons teachers find inventive ways to recap previous learning and evaluate what learners have gained from the lesson.

Hairdressing & beauty therapy (Good) Teachers plan lessons well and include a range of innovative and motivational learning

activities, including the creative use of ILT, which provide plenty of challenge for learners. Teachers state learning objectives clearly and learners often set or select their own individual tasks to complete in the lesson which are consistent with these objectives. However, in a few weaker lessons a minority of learners were inactive at times and less motivated. Most learners access additional learning via the VLE.

Staff monitor learners progress very well. Learners are well aware of their progress and actions needed to improve, although the new electronic tracking system is not in full use. The frequent updating of targets continues to provide learners with a good level of challenge. Learners receive appropriate advice and guidance with effective signposting to other learning opportunities if appropriate.

Building & Construction (Good) Increasingly effective use is made of ILT, including video capture to support evidence

collection and accurate assessment. Business management & administration (Good)

The online system for tracking the progress of learners is well developed, but the use of target grades has not had a significant impact on learners achievements because the targets are not always sufficiently stretching.


East Berkshire College (General FE College) Feb 2013; OE(2); PI(2); OfL(2); QTLA(2); ELM(2) Lead Inspector: Paul Fletcher HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130604 Quality of Teaching, Learning & Assessment (Good) Learners benefit from the good range of easily accessible and helpful learning materials

on the colleges virtual learning environment (VLE). Classrooms are well equipped with interactive whiteboards, which most teachers use well to support learning.

In the small minority of lessons that require improvement, teachers often talk too much, dominate the learning, and their use of questioning to check and extend learning is weak. A few teachers do not use information and learning technology (ILT) sufficiently to develop learners independent learning skills.

The effectiveness of leadership and management (Good) For example, the college recognises that learners attendance requires improvement. A

new electronic attendance recording system now provides prompt data to support actions to reduce absence rates.

Science & Mathematics (Requires improvement)

In the weaker lessonsTeachers make little reference to the wide range of resources available on the VLE to stretch and challenge learners further. Teachers do not routinely remind learners of the importance of taking notes for future reference.

Motor vehicle (Good) Learners benefit from good learning workbooks that teachers use to plan and teach.

However, the college currently holds insufficient on-line interactive learning materials on the VLE to extend apprentices knowledge and develop effectively their independent learning skills.

Sport & public services (Good) Learners and teachers use the colleges VLE well to record progress and set targets. It

also provides a good source of learning materials that most learners use for private study.

ESOL (Outstanding) The use of ILT to support learning is outstanding. Very innovative use of social media

has improved independent learning and attendance greatly. The VLE is constantly updated and contains a wealth of useful, stimulating material. For example, specific support strategies for learners difficulties with first language inference include images of how to use the vocal organs correctly and sound clips to support pronunciation.

Business (Good)

Learning resources are of a high standard and are available to learners on the VLE. For example, a bank of short films provides a context and focus for learning about marketing. Teachers and learners use relevant technology routinely and, as a result, learners develop good research skills in lessons.

Visual arts & media (Good)

Teachers and tutors use electronic personal learning plans well to set targets for individual learners.


East Kent College (General FE College) Mar 2013; OE(2); PI(3); OfL(2); QTLA(2); ELM(1) Lead Inspector: Alex Falconer HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130728 Quality of Teaching, Learning & Assessment (Good) Learners use the virtual learning environment (VLE), the internet and library very

effectively to study independently and extend their learning. The college has good quality classrooms, equipment and resources, but some computer rooms can be crowded and cramped.

The small team of personal tutors uses technology well to monitor and improve learners attendance, progress and achievements. However, while some learners manage to set clear and precise targets during their reviews, others are less successful and their targets are not useful to help them improve. The depth and quality of subject teachers comments about learners performance vary too much.

Information & communication technology (Good) ICT learners make good use of the virtual learning environment, which provides helpful

resources for independent learning. They have access to specialist equipment, including a well-resourced games development room. However, some classrooms are cramped, with insufficient space to work away from computers.

All learners are clear about their long-term goals and short-term targets, and are supported by an effective electronic system for monitoring their progress.

The assessment of learners work is outstanding. Learners submit their assignments electronically and teachers use word-processed commentary facilities very well to indicate how the work can be improved. Their marking is supportive and encouraging. In one lesson, after completing a website assignment, learners responded well to on-line questions which helped them reflect on why some customers revisit commercial websites.

Numeracy (Good) Learners know what they have achieved and what they need to do to improve. Both

learners and teachers use the college electronic tracking system to record progress and set targets.

Teachers use a good variety of learning materials to support learners to develop their numeracy skills. The VLE contains a useful range of numeracy-related learning materials and teachers actively encourage learners to become more confident using the on-line resources.

Business, administration & law (Good)

The business enterprise accommodation and resources provide a modern and realistic environment for learning, with good access to computers. Learners use the college virtual learning environment and recommended websites extensively for independent learning. Apprentices are increasingly using sophisticated electronic portfolios which provide good access to their work and progress records.

Staff use a wide variety of assessment methods, including probing questioning, peer-assessment and video and digital recording to capture learners achievements.

Learners are clear about the progress they are making towards their qualifications, and have good access to the formative and summative electronic tracking of their progress.


Epping Forest College (General FE College) May 2013; OE(3); PI(3); OfL(3); QTLA(3); ELM(2) Lead Inspector: Julie Steele HMI http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/130677

Hairdressing & beauty therapy (Good) Teachers use information and learning technology (ILT) satisfactorily to support students

in understanding new topics.

Performing arts, media and communications (Good) The varying tasks and activities in lessons engage and sustain students interest. Most

teachers integrate ILT well into their lessons and students make good use of ILT to support independent learning.

Sport, leisure and recreation (Requires improvement) Teachers engage and interest students well in most lessons. They use short effective

tasks, often with timed limits, to stretch students and keep them motivated. Teachers frequently employ a good range of activities supported by technology, which match well to students different learning styles.

Independent living and leisure skills (Requires Improvement) Students enjoy lessons enlivened by the use of information and technology, which

teachers use effectively

the ilt report 2013

Documents

learning technology

general use of technology

ilt report

inspection report

use of moodle

independent report

compilation of comments

majority of comments