East Coast College

Highlights from Latest Inspection

Information about this provider

East Coast College has two main campuses at Great Yarmouth and Lowestoft, where the sixth-form campus is also located. The college serves coastal and rural communities in Suffolk and Norfolk, many of which are areas of high deprivation.

Many students arrive at the college with no grades, or very low grades, in English and/or mathematics GCSE.

Most students study education programmes for young people. At the time of the inspection, there were 2,619 students aged 16 to 18.

Students enrol on a wide range of A levels and vocational courses, including T levels. Most students study vocational courses. The proportion of students with high needs has doubled since the previo...us inspection.

There were 234 students in receipt of high needs funding. Over half of these students study in the specialist provision for students with special educational needs.

There were 856 adult students.

Approximately two-thirds study qualifications at level 2 or below. Leaders offer Skills Bootcamps in engineering and manufacturing, construction and security.

At the time of the inspection, there were 502 apprentices, of whom over half were aged 16 to 18.

Apprentices study courses from levels 2 to 5. Most apprentices studied courses at levels 2 and 3 in engineering, manufacturing technologies and construction.

East Coast College works with three subcontractors.

These subcontractors offer programmes for young people, many of whom have previously not been in education, training or employment.

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

Students and apprentices demonstrate positive attitudes towards their learning. They attend their lessons and are punctual.

Students benefit from a rich range of experiences that enhance their courses such as trips, skills competitions, community projects, guest speakers and visits. This encourages and enthuses them in their learning. In level 2 hospitality, students attend a working trip to Italy.

Many other younger students take part in trips to places such as Vietnam and New Zealand. A-level students took part in the first light festival in Lowestoft. They created media content and volunteered during the event.

Younger students experience a highly inclusive, supportive learning environment. Relationships between staff and students are positive and respectful. Students work together on project briefs to develop their wider attributes.

Students are supportive of each other. Students in T-levels maintenance, installation and repair for engineering and manufacturing use the specialist maritime facilities to work in teams to complete rescue challenges, including a simulated sea rescue. The activities build students' confidence and resilience.

Students in level 2 hospitality complete a street food project in teams based on an employer brief. They develop research skills, teamwork and confidence.

Students with high needs develop the skills and attributes they need to successfully move on to adulthood.

Students are better able to make informed decisions on their day-to-day life and their possible employment options. Students studying supported internships demonstrate highly positive attitudes toward their placements in local hospitals. Their confidence grows because of their placements.

They become valued members of their workplace teams. Most supported interns successfully move into employment.

Apprentices develop considerable new knowledge and skills they can apply in their workplaces.

Business administration apprentices working in the health sector develop the required knowledge to manage the distribution of pathology results. They understand the importance of following agreed protocols.

Adult students studying English for speakers of other languages courses now feel confident to speak with their child's teacher, the doctor and their manager at work.

Adult students on the welding Skills Bootcamp are proud of what they achieved in a short space of time. They quickly learn how to carry out different types of welding on a range of metals and thicknesses of metal. Most students on Skills Bootcamps gain employment related to their training on completion of their courses.

Students and apprentices feel safe on the campuses. They rarely experience bullying, harassment or discrimination. If incidents occur, students are confident staff will take swift and appropriate action.

Contribution to meeting skills needs

The college makes a reasonable contribution to meeting skills needs.Leaders have an excellent understanding of local and regional skills needs. They participate in many networks and forums across the region.

Leaders work proactively with the regional building growth team and the Great Yarmouth district skills forum to help shape local and regional skills policies.

Leaders work highly effectively with employers and sector body groups to develop courses that meet regional skills needs. Leaders work closely with the national energy skills consortium and large employers such as EDF and RWE to understand the highly specialised skills and employment needs of the energy and nuclear sectors.

They have invested in unique and high-quality learning environments. These include emergency response simulation suites, facilities for working at height on wind turbines and port simulation activities. Leaders offer a wide range of commercial courses to meet the needs of the maritime and offshore wind sectors.

In most areas, leaders and managers have involved employers and other stakeholders effectively in the design and implementation of their courses. The local aquarium gives guest masterclasses and mock interviews to level 2 animal care students. Staff have ensured that their level 3 animal management courses include an understanding of aquatics and specialist units on understanding wildlife, habitats and rehabilitation following employers' requests.

In the hospitality department, staff have worked with local employers to amend their courses to ensure that students developed an increased awareness of core dishes of classic French cuisine. Students now study the French cooking styles of chefs such as Escoffier. There remain a few areas, such as in business administration, where leaders and managers do not fully involve stakeholders in course design and implementation.

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

Since the previous inspection, leaders have prioritised making improvements to their apprenticeship provision, which is now good. The quality of teaching is good, with apprentices gaining a good understanding of key theoretical concepts. Leaders have a good understanding of apprentices who are at risk of falling behind.

They have clear actions in place to support these apprentices to catch up. However, the proportion of apprentices who complete their qualifications in a timely way remains low.

Through their subcontractors, leaders commission well-designed courses to respond to local demand to meet the needs of the many young people who are furthest away from education.

Leaders have expanded their courses, mainly at level 1, for students with no or very few prior qualifications. These are offered in smaller study centres with personalised approaches that meet students' individual needs appropriately.

Teachers structure their courses effectively to ensure that students and apprentices build the knowledge, skills and behaviours they need to be successful in their next steps.

Apprentices in carpentry and joinery first develop hand tool skills. They learn how to complete wood joints to high tolerances. They then develop their competencies by applying these skills in different work-based situations such as producing door frames, casement windows and stairs.

Students studying A-level art and design courses first develop their drawing and sketching skills. They then use these skills and a range of mixed media to experiment and develop their independence and personal creative style.

Teachers are highly qualified and experienced in their vocational and academic areas.

They use a range of effective activities to teach interesting lessons that help students and apprentices understand, and remember, new and challenging concepts. Students on level 3 diploma creative design and media work together on employer-designed projects. They develop wider skills such as lighting, editing and scriptwriting.

This helps them improve and prepare for a wide range of job roles in the industry.

Teachers give students and apprentices useful feedback that helps them improve their work. Teachers set students and apprentices impactful targets to improve their assessments, assignments and project work.

Students know the specific areas they need to improve. Students complete practical and written work of a good standard.

Most teachers and vocational trainers assess the starting points of apprentices and students effectively to help plan learning.

From these often low starting points, students develop new knowledge and skills promptly. In A-level mathematics, teachers use this information very effectively to set challenging target grades, providing individualised support for students. This ensures that students quickly improve their understanding of mathematical concepts and know the areas in which they need to improve.

In a few cases, on programmes for young people and in the specialist provision for students with high needs, students' starting points are not used effectively to set tasks that challenge students. Consequently, these students occasionally find learning too easy.

Most students pass their qualifications.

Most T-level students achieve merit and distinction grades. Previously, too few students studying A levels and diplomas achieved their qualifications. Leaders have improved the advice and guidance to students.

This has already led to improvements in the proportion of students studying diplomas who successfully complete their courses. However, the proportion of A-level and diploma students who complete their courses remains low.

Vocational trainers carry out frequent, effective progress reviews.

Apprentices and employers know the progress apprentices are making. They discuss actions needed to overcome any gaps and barriers to learning. Vocational trainers ensure that apprentices receive the wide range of experiences they need to be prepared for their final assessments.

Apprentices in motor vehicle service and maintenance from main dealers gain the opportunity to work on different car makes at college. They practise completing diagnostic tests on vehicles. Apprentices in electrical installation who work in maritime environments undertake work experience with domestic engineers.

As a result, apprentices gain the broad range of experiences they need to improve their skills.Leaders and managers have ensured that students with special educational needs receive the additional support they need to be successful on their courses. Learning support assistants (LSAs) know their students well.

LSAs develop a productive and trusting relationship with students. Staff use assistive technology effectively to support students with profound needs. These students achieve better than their peers in qualifications.

Students gain more independence in their day-to-day lives. They develop the skills needed for their next steps.

Students and apprentices benefit from the comprehensive and effective careers programme in place.

They go on to further education, higher apprenticeships or employment when they complete their courses. Most A-level students move on to university courses.

Governors work highly effectively with leaders to make a positive contribution to the strategic direction of the college.

Governors know the strengths and weaknesses of the quality of education. Governors provide effective challenge to leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the provider need to do to improve?

• Implement actions to increase the proportion of apprentices who achieve their qualifications in a timely manner. ? Implement actions to increase the proportion of younger students on diploma and A levels who remain on their courses and achieve their qualifications. ? Make sure students' starting points are used effectively to set tasks that are challenging on the few programmes for young people and in the specialist provision for students with high needs where students find work too easy.