|Name||Abingdon and Witney College|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 March 2017|
|Address||Wootton Road, Abingdon, Oxfordshire, OX14 1GG|
|Type||General Further Education and Tertiary|
|Religious Character||Does Not Apply|
|Number of Pupils||unknown|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about the provider
Abingdon and Witney College is a medium-sized further education college serving the local community of Oxfordshire and the surrounding areas. Courses available include study programmes, adult learning programmes and apprenticeships, with the majority of learners studying vocational qualifications. The college has three main sites: one in Abingdon, one in Witney and a rural centre in Hailey. Community learning takes place in a number of community-based hub centres. Unemployment in Oxfordshire is lower than the regional and national averages. The proportion of residents in Oxfordshire with qualifications at level 2 and above is much higher than the regional and national averages.
Summary of key findings
This is a good provider Learners behave well, are tolerant of different views and show respect for their teachers and peers. Apprentices make significant and sustained progress from their starting points, and the vast majority of apprentices achieve their qualifications. Managers maintain strong partnerships with local and regional employers and ensure that courses meet local needs. Learners benefit from a wide range of enrichment activities and additional qualifications that develop the skills they need to progress to their next steps. Managers oversee a highly effective teaching, learning and assessment strategy, which leads to sustained improvements in learning and learners’ progress. Teachers receive excellent support to improve the quality of teaching, learning and assessment. Learners develop good, industry-standard skills, attitudes and knowledge; they are taught by highly qualified teachers with up-to-date industry experience. Managers ensure that learners with high needs follow highly individualised learning programmes that meet their needs and develop their independence. Not enough learners on study programmes achieve their English and mathematics qualifications. A minority of staff do not plan effectively for learners of all abilities and as a result, some learners do not receive sufficient challenge and learning is not always at the appropriate pace. Too few adult learners have a clear understanding of how to keep themselves safe from the risks posed by extremism and radicalisation.