WQE and Regent College Group

Highlights from Latest Inspection

Information about this provider

WQE and Regent College Group is a large sixth form college located close to the centre of Leicester.

It has two main sites, which are within walking distance of one another. The college group formed as a result of a merger between two sixth-form colleges in 2018.

At the time of the inspection, there were 3,681 students enrolled at the college.

Almost all students were aged 16 to 18.

The very large majority of students at the college study level 3 full-time courses. Most study A levels, and smaller numbers study a combination of A levels and vocational qualifications, or full-time level 3 vocational courses.

Small numbers of students follow GCSE and... vocational courses at levels 1 and 2, or study courses such as English for speakers of other languages (ESOL) at entry level.

The college works with three main subcontractors. Two of these specialise in performing arts, and the third supports the small number of students at the college who are unaccompanied child refugees.

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

The large majority of students value the welcoming, inclusive and studious atmosphere at WQE and Regent College Group. They appreciate the high expectations that teachers have of them, and the way in which they treat them like young adults.

Students develop their confidence and character during their studies.

They develop knowledge of professional presentational skills, and of personal qualities that they will need to be successful at work and at university. Students also plan and run a significant number of college societies and events, such as debating societies and faith groups.

On many courses, students benefit from links to employers, which enhance their knowledge of possible career paths.

Students undertake subject-based workshops delivered by industry specialists, or receive expert guidance to help them apply for higher education courses. However, in a few subject areas such guidance and support is limited.

Most students develop significant new knowledge, skills and behaviours.

They are well prepared for their next steps. The large majority of students who study at level 3 make progress to undergraduate courses, and many students at levels 1 or 2 move on to the next level.

Students feel safe at the college sites.

When students identify occasional instances of poor behaviour, leaders take appropriate and decisive action to tackle this.

Contribution to meeting skills needs

The college makes a reasonable contribution to meeting skills needs.

Leaders work productively with a wide range of local and regional organisations as part of their skills strategy.

They engage with the East Midlands Chamber and the Leicester and Leicestershire Enterprise Partnership to understand priority skills needs, and to ensure that the college curriculum matches these needs closely.

In response to local employers identifying a lack of employment-ready behaviours in young people, college leaders prioritise these in the curriculum through their 'developing young professionals' strategy. Although this strategy is a core aspect of many curriculum areas, it is yet to have an impact on a few courses.

Leaders also collaborate with other further education providers in the area to plan a coherent and well-considered post-16 curriculum for students. They work particularly closely with Leicester College to ensure that a suitable range of academic and vocational courses are available locally.

College staff have well-established relationships with both the University of Leicester and De Montfort University.

This means that, in most departments at the college, staff understand clearly how to prepare students for higher education. For example, A-level biology students take part in modules run in conjunction with the University of Leicester, which help them to develop skills such as advanced dissection.

In many subject areas, leaders and teachers use industry links effectively to help them design and teach the curriculum.

For example, social sciences curriculum leaders work with sector specialists to design activities that develop A-level criminology students' knowledge of public safety. Level 3 performing arts students benefit from movement and dance workshops led by industry experts. However, leaders rightly recognise that such links are lacking in curriculum areas such as business and computer science.

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

In most subject areas, staff plan and organise curriculums logically. They select topics that are relevant to students' future career and study goals. In the early stages of courses, teachers develop students' knowledge of the fundamental topics.

For example, A level-history students focus on the skills needed to interpret historical texts early in their courses. This helps them to question sources of evidence carefully when they move on to study a variety of periods in history.

However, in a small number of cases, teachers do not plan courses in the same careful manner.

For example, they teach core topics too late in courses, which does not help students to gain an in-depth knowledge of these. On A-level computer science courses, students cover the concept of a compiler several months after they initially start programming in a high-level compiled language.

Teachers are experts in their subjects, and have suitable qualifications for their roles.

They use their knowledge and experience well to teach lively and engaging lessons, and to make clear to students the links between different topics. Teachers also revisit and revise topics effectively, to help students remember what they study.

In most cases, the work that students complete is demanding.

Those that study ESOL, for example, cover UK citizenship and culture in considerable depth, which helps them to adapt to life in this country. Teachers in many subjects explain new materials clearly. They use pre-reading tasks and high-quality resources to good effect.

On biology A-level courses, for example, teachers use clear diagrams and visual aids to help students understand key terminology.

However, in a minority of cases, teachers are less skilled at introducing new topics. They introduce these topics too quickly, and move on to other activities before students gain a thorough understanding of what they have covered.

As a result, students do not develop a sound enough knowledge of these topics.

The majority of teachers check students' knowledge thoroughly. On GCSE English and A-level economics courses, for example, they use probing questions to encourage students to provide full responses, and to justify their reasoning.

When students misunderstand topics, teachers intervene sensitively and provide further explanations.

Most teachers also use practice activities effectively to help students consolidate the new knowledge and skills they gain. On most A-level courses, teachers use past examination questions to help students apply their new knowledge in different scenarios.

Students rightly value how such activities help them to both retain and extend their knowledge of challenging topics.

In a few cases, however, teachers do not check students' knowledge, or use practice activities, well enough. They do not ask questions to check that students understand the topics covered in lessons, and do not plan activities to help students practise and master new skills.

During lessons, teachers clearly set out their expectations for students' behaviour. On almost all courses, students work calmly and productively. Teachers also ensure that students understand their high expectations for attendance and punctuality.

As a result, most students attend their courses at high rates. When students miss too many lessons, leaders and managers quickly introduce well-considered interventions to support students to improve their attendance.

Most students who attend the college develop significant new knowledge and skills.

A-level psychology students have detailed knowledge of short- and long-term memory, and how these are used in everyday life. A-level history students demonstrate a thorough grasp of key historical events such as the dissolution of the monasteries in England and Wales, and the German protestant reformation.

Most students pass their courses, and a significant number achieve high grades.

A high proportion of GCSE English students achieve a grade 4 or above in their resit examination. In a few subject areas, achievement rates are too low. Leaders and managers accurately identify where this is the case, and implement plans to improve pass rates.

Leaders and managers focus closely on supporting students with special educational needs and/or disabilities (SEND) that study at the college. Teachers have a good understanding of the needs of students with SEND on their courses. They know how to support these students effectively, such as providing clear instruction and well-considered routines to students with autism.

Students with SEND work productively in lessons, and most make good progress.

College staff at all levels ensure that the college is an inclusive environment, which reflects the diverse student body. A welfare and support team offers bespoke help to vulnerable groups of students, such as young carers and looked after children.

Students cover topics such as LGBTQ+ rights and misogyny as part of their courses, which teachers link effectively to British values such as individual liberty.

Leaders and managers provide a broad range of careers information, advice and guidance to students. Students have access to individualised careers interviews to help them plan their possible next steps, as well as careers fairs, university exhibitions, and talks from industry experts.

Many students, in particular those that study vocational courses, also benefit from attending work experience placements. However, in a minority of vocational areas there are only limited opportunities for students to complete such placements.

Both leaders and governors are ambitious for their students.

They work together effectively on well-considered capital projects, which lead to investment in improved resources and equipment for students. Leaders and managers also focus closely on the quality of the curriculum that they offer. They set clear targets to improve the quality of education and training, and frequently review progress.

Governors hold leaders to account effectively. This results in positive outcomes for students, such as the improvement in attendance rates since the last inspection.

In most cases, staff feel well supported and valued by leaders.

They value well-being group meetings, and groups focused on specific issues such as menopause. However, a significant minority of staff do not feel that leaders and managers are considerate of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the provider need to do to improve?

• Make sure that teachers in all subject areas plan and organise their curriculums logically, so that students develop substantial new knowledge and skills. ? Ensure that all teachers check carefully students' knowledge of new topics. ? Ensure that students benefit from links to employers and industry experts, and opportunities such as work experience, where relevant.