|Name||East Sussex College Group|
|Ofsted Inspection Rating||Good|
|Address||Cross Levels Way, Eastbourne, BN21 2UF|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Local Authority||East Sussex|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (28 November 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about the provider
Sussex Coast College is a large general further education college in the south-east of England. It has two main sites in Hastings and two smaller sites nearby, specialising in construction and automotive training. The college offers courses from entry level 1 to level 3 and beyond in vocational and academic pathways. Around 1,800 students are on study programmes, with the largest areas of study being academic programmes, vocational art and design, mathematics, English and foundation studies. Almost 1,200 adult students are at the college. The college has recently expanded its apprenticeship programme and currently oversees just over 2,300 apprentices across the country. Unemployment in Hastings is higher than in the south-east and Britain as a whole. The proportion of people with qualifications at level 3 or above is substantially lower than when compared with the south-east region as a whole, or England. The proportion of pupils achieving five or more A* to C grades in East Sussex is just below that for the south-east of England overall. The 2015 English indices of deprivation ranks Hastings as the thirteenth most deprived of all local authorities.
Summary of key findings
This is a good provider Swift actions by senior leaders have led to rapid improvements in students? progress. As a result, achievement rates in almost all subjects have improved substantially. Students and apprentices have exemplary attitudes to learning and behave very well. They respect each other, their teachers and assessors. Senior leaders, managers and governors have developed a strong culture of responsibility and accountability. With effective performance management, this has resulted in considerable improvements in teaching, learning and assessment. Skilled, well-informed governors have high aspirations for students and apprentices. They hold leaders and managers to account very effectively. Leaders and managers work very well with subcontractors. They monitor and improve quality very effectively. Good teaching, learning and assessment in the vast majority of lessons result in students and apprentices developing good practical skills. Excellent links with local enterprise partnerships have resulted in a range of courses that meet local needs very effectively. Substantial investment in staff training for college and subcontractor staff has led to good improvements in the quality of teaching, learning and assessment. Too few students studying mathematics at level 2 pass their qualifications and achieve high grades. Despite significant improvements in the past year, students? attendance is not yet high enough. Feedback to students on marked work, and targets for apprentices, lack detail. Consequently, a small minority of students and apprentices make slow progress. Too few teachers plan lessons for adult students carefully enough. As a result, a small minority of students do not make fast enough progress.