|Ofsted Inspection Rating||Good|
|Inspection Date||20 November 2017|
|Address||Park Lane, Macclesfield, Cheshire, SK11 8LF|
|Type||General Further Education and Tertiary|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
Information about the provider
Macclesfield College is a medium-sized general further education college in the borough of Cheshire East. It serves the town of Macclesfield and the surrounding borough. The college provides 16 to 19 study programmes in a wide range of vocational areas. It also provides adult learning, apprenticeship standards and apprenticeship frameworks. Cheshire East is a predominantly rural borough in the North West of England. The unemployment rate is lower than the national and North West rate. Cheshire East has a large number of grammar schools and schools with sixth forms. The proportion of students leaving school with five GCSEs at grades A* to C or levels 9 to 4 including English and mathematics in Cheshire East is higher than the national rate.
Summary of key findings
This is a good provider College leaders have fostered a culture of high expectation in the college and have been proactive in addressing most of the areas for improvement identified at the previous inspection. Learners and apprentices are well prepared for life and work in modern Britain. They are tolerant and respectful, have a good understanding of the threats of radicalisation and extremism, and feel safe and are safe at college and in the workplace. Leaders and managers have forged extensive links with stakeholders and local and national employers, developing the curriculum to meet community, local and national skills needs. Almost all learners benefit from high-quality external work experience that successfully supports them in making decisions about their future work and career aspirations. Close working relationships with employers and stakeholders ensure that apprenticeships based on national standards are implemented skilfully, valued by employers and meet local, regional and national skills needs. Learners benefit from very good impartial careers guidance and, as a result, make accurate and informed decisions about their next steps. Support for learners is highly effective. As a result, learners such as care leavers and those with high needs, mental health difficulties or other significant personal barriers to learning complete their courses and achieve their qualifications. Teaching, learning and assessment are not of a consistently high standard on adult learning programmes, or sufficiently challenging for the most able 16- to 19-year-olds on study programmes. As a result, a significant minority of learners do not make sufficient progress towards their targets. Learners on 16 to 19 study programmes and adult learning programmes do not attend their lessons regularly enough. Managers and governors do not challenge their teams enough to analyse weaknesses accurately and identify specific actions for sustained improvement. As a result, the self-assessment report and quality improvement plan are not precise enough.