Derby College

Highlights from Latest Inspection

Information about this provider

Derby College Group is a large general further education college with four sites: Broomfield Hall, The Roundhouse, Joseph Wright Centre and Ilkeston.

The college also operates from community venues, including St James Centre, and employer premises, mainly in Derby and Derbyshire.

Broomfield Hall is the location for land-based, sport and public services courses. It is a working estate in the Derwent Valley with specialist facilities.

At The Roundhouse there is a broad range of courses. There are purpose-built centres for construction and automotive courses and an innovation hub. Joseph Wright Centre accommodates a wide range of vocational and A-level courses, includi...ng computing, science and creative.

Ilkeston and St James Centre are community venues. Many adult learning programmes, including English for speakers of other languages (ESOL) courses, are offered.

Currently, there are 5,440 students on education programmes for young people.

They study a range of vocational courses, including T levels. Leaders offer courses in most subject areas at levels 1 to 3.

Around 2,082 adults study courses from entry level to level 5.

There are 1,474 enrolments on adult skills courses and 608 on tailored learning provision. Courses broadly fall into one of the following areas: ESOL, English and mathematics, digital skills or personal and professional development.

There are 1,536 apprentices on standards-based apprenticeships.

Just over half of them are aged 16 to 18. Most apprentices study courses in construction, engineering or health and care. The remaining apprentices study retail, business, education or agriculture courses.

There are 645 students with high needs who have a range of special educational needs and/or disabilities (SEND). Just under half of students study courses that are part of the 'inclusion curriculum'. This includes pathway to independence, pathway to working life and supported internships.

All other students complete vocational, GCSE or A-level courses.

Leaders subcontract adult and apprenticeship provision to five subcontractors.

What is it like to be a learner with this provider?

Most students and apprentices study in environments that are welcoming and well resourced.

They enjoy their studies, develop new knowledge and skills, and feel prepared for their futures. For example, level 3 uniform protective services students undertake activities with professional resources, such as speed cameras, hazmat suits, casualty evacuation manakins and camouflage gear. This helps them consider and prepare for jobs they might want after their studies.

Leaders, working with employers, ensure most apprentices develop their skills on an extensive range of specialist equipment. Level 3 engineering technician apprentices use simulated engine rigs to practise tasks before they work on a real jet engine. This supports them to complete work that meets fine industry tolerances.

Students on education programmes for young people benefit from opportunities to connect with their local community. For instance, level 1 bricklaying students help to refurbish a local church. These activities encourage students to contribute positively to society and supports them to develop essential skills, like teamwork and communication.

Young students demonstrate positive behaviours. Staff frequently reinforce key messages, such as the importance of respecting each other, and working together in lessons. Most young students attend their courses well.

In a very few cases, students' attendance is not consistently high, for example, in GCSE mathematics.

Leaders offer a range of courses that suitably meet adults' needs. Many courses run in community venues, which enables adults to attend them.

Adults have very positive attitudes towards their studies and attend their courses highly. Most make good progress, quickly develop new skills and are rightly proud of their achievements.

Most apprentices experience high-quality training and progress reviews.

Teachers, assessors, apprentices and employers suitably contribute to individual training plans. Most apprentices complete well-planned on- and off-the-job training that enables them to practise what they learn in the workplace. For example, level 3 engineering apprentices implement the principles of business improvement techniques to identify waste in their organisations.

Apprentices understand employer and staff expectations of them, they are professional and almost always attend their training.

Students with high needs benefit from their courses, which they attend highly. Managers' transition arrangements ensure students receive good guidance about what to expect from college life.

Students rightly value the access they have to quiet space during their breaks. They can relax and socialise away from other busy environments. Those on the pathway programmes, undertake useful activities such as volunteering at the 'FairShare' food scheme.

This supports them to develop valuable skills for their lives and/or work. Students feel part of the college community and become more confident and independent over time.

Leaders work closely with local charities and organisations to enhance the support services available to students and apprentices.

For example, leaders collaborate with a local drugs and alcohol charity to provide specialist guidance for young students in this valuable area. Most students and apprentices understand the importance of self-care and how to look after their mental and physical health.

Students and apprentices have an appropriate understanding of healthy relationships.

Staff teach relevant personal development topics through the tutorial and 'essential programme'. Young students know the signs of an unhealthy relationship and how to seek support. Most students and apprentices can recall what fundamental British values are, and how they apply to their lives.

Students and apprentices feel safe at the college and the various settings they study and work in. At college sites, they say this is because staff challenge poor behaviour, and they appreciate the security arrangements at the city centre sites. Students and apprentices are confident to raise any concerns about their well-being with pastoral coaches or their teachers.

Contribution to meeting skills needs

The college makes a strong contribution to meeting skills needs.

Leaders are active and respected partners of a wide range of local stakeholders, including Derby City Council, the East Midlands Chamber of Commerce and the recently constituted East Midlands Combined County Authority. Their work with the Federation of Small Businesses contributes to the local skills improvement plan.

In light of the plan, leaders closely collaborate with other regional colleges and universities on projects to meet the objectives of the local area.

Leaders and managers actively seek information from local and regional employers.They gather intelligence from their long-standing and very useful sector-specific employment and skills boards that meet frequently.

These meetings provide opportunities for wide-ranging discussions about the area's skills needs. Leaders use the outcomes of these meetings very effectively to inform their strategy and provision.

Additionally, managers collaborate very closely with many individual employers to identify and meet specific skills gaps.

For example, their work with Rolls-Royce has resulted in a young apprenticeship programme for 14- to 16-year-olds and a bespoke course for adult career changers.

Staff in all subject areas successfully collaborate with stakeholders to develop course content. For example, managers partner with a large heating equipment manufacturer to offer a low-carbon heating technician apprenticeship.

This course includes additional topics on bricklaying and plastering so that apprentices can make repairs after installing a heat pump.

Stakeholders often support teachers to develop and maintain their subject expertise through work-shadowing and training. For example, animal care teachers spend time with staff from a large zoo to gain a better understanding of animal feeding enrichment.

They now effectively incorporate scatter and puzzle feeding into the curriculum. Many stakeholders contribute to teaching and learning by giving guest lectures, offering work placements, providing resources, and contributing to careers events. These activities help to ensure that students and apprentices develop the skills and knowledge they need for their careers.

What does the provider do well and what does it need to do better?

Leaders carefully consider how to meet the needs of the students, apprentices, employers and communities they serve. For example, young students who struggle with mainstream education, study non-accredited vocational courses to develop their personal, social and employability skills. This allows them to progress to more challenging accredited courses.

Leaders work proactively with employers to offer apprenticeships in areas of local skills shortage, such as those in the aerospace industry.

In most cases, staff appropriately select and order the specific curriculum content that students and apprentices need to know for their next steps. For example, health and social care teachers appropriately identify topics that need to be taught and revisited over time, such as body systems.

Staff at a subcontractor, Skills College UK Limited, plan the level 2 NVQ in rail engineering track maintenance curriculum very well. Staff think carefully about how to build students' mathematical skills over the duration of the course. However, for a few students with high needs, this is not always the case.

For example, supported interns unnecessarily repeat a few topics they already know from the pathway to working life and work ready courses.

Most teachers are subject experts and use their expertise effectively in lessons. For example, A-level film studies teachers are still employed in the film industry.

They model current critical analysis skills and challenge students to do the same. ESOL teachers have suitable subject-specific expertise. They provide clear instructions with well-graded language, which encourages students to participate in learning activities.

Teachers mostly use good-quality resources, demonstrations and explanations to explain key concepts. Level 3 electrical installation apprentices' teachers use their expertise well to break down complex mathematical formulae. Level 2 animal care teachers provide clear explanations of complex subjects, like the structure of nerve tissue, using good-quality images and videos.

This helps students to understand difficult topics. In a very few cases, teachers of younger students rush through explanations of activities. This can leave them confused as to what they are expected to do.

In a minority of lessons, students complete work that is not challenging enough. For example, level 1 bricklaying students spend too long in theory lessons completing simple tasks. For a few adult courses, if students complete activities quickly, they must wait for others to catch up before they start another activity.

They do not develop their knowledge and skills as quickly as they could.

In most subjects, teachers enable students and apprentices to understand and appropriately use subject-specific vocabulary. Level 3 engineering technician apprentices speak articulately about Kaizen techniques.

T-level education and early years students capably adapt their language between conversations with professionals and with small children. This allows students and apprentices to feel confident in their workplaces or placement settings.

In the large majority of cases, teachers effectively check students' and apprentices' understanding.

Many teachers plan useful practise activities to help students and apprentices develop their knowledge and skills fluently and consistently. On a few level 1 and 2 courses for younger students, teachers do not use enough practise activities to reinforce or test students' theoretical or practical knowledge.

Most teachers provide students and apprentices with valuable feedback, which enables them to improve their work.

Students on adult digital skills, level 1 business and level 3 creative media production receive overly positive feedback. They do not develop their writing skills consistently well over time. However, the feedback they receive from teachers in practical sessions enables them to produce work of a high standard.

Students with SEND receive helpful additional support. They benefit from adjustments such as additional study time or access to specialist technology. Teachers work collaboratively with support staff so that all parties understand students' support strategies.

This enables most students with SEND to make good progress.

Most young students and adults achieve their qualifications. In the main, students with high needs achieve their targets and pass their functional English qualifications.

Leaders have taken suitable actions to increase the number of apprentices who complete their courses. As a result, the majority of apprentices achieve their apprenticeship, and the rates are improving.

Most students and apprentices receive appropriate careers guidance.

They benefit from purposeful opportunities to speak with employers, attend careers events and access guidance about going to university or further study. This supports students and apprentices to prepare for, and plan, their next steps.

Leaders' quality assurance activities are thorough.

They use a range of well-established processes to monitor the quality of education. This includes frequent performance management review meetings with managers. Meetings focus on pertinent areas, such as in-year performance, student work scrutiny and lesson observation outcomes.

Where they recognise underperformance, leaders act swiftly and implement suitable actions for improvement. Leaders' oversight of their subcontracted provision is robust.

Staff undertake a range of relevant professional development.

They attend frequent and relevant training in areas, like providing developmental feedback and effective questioning techniques. This training has a positive impact on the quality of teaching that students and apprentices receive.

Governors are highly experienced in their respective fields.

Leaders provide them with many meaningful opportunities to get to know the college. For example, governors are linked to curriculum areas that they visit and get to know well. This allows them to effectively support and shape the strategic direction of the college.

Governors receive appropriate reports that help them to understand and subsequently challenge leaders on any areas for improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the provider need to do to improve?

• Continue to improve younger students' attendance so they consistently attend their courses well.

• Ensure all students with high needs study well-planned curriculums so they do not repeat prior learning unnecessarily. ? Make sure that students consistently benefit from demanding enough learning activities and opportunities to revisit and practise what they learn. ? Support those teachers who require development to provide a high standard of feedback that enables students to improve the quality of their work.