|Name||Hereward College of Further Education|
|Ofsted Inspection Rating||Good|
|Address||Bramston Crescent, Tile Hill Lane, Coventry, CV4 9SW|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (21 November 2017)
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Information about the provider
Located in Coventry, Hereward College (the college) is a very small general further education college with a specialist remit. It is a charity by exemption. The college offers residential on-site provision for 23 learners and day provision for 250 learners. The provision of courses from pre-entry level to level 3 incorporates specialist facilities and support staff for young people who have a wide spectrum of types and complexity of disability and additional needs. In addition, workplace learning and distance learning programmes account for around 100 learners. Around one in five college learners are of minority ethnic heritage and just over two thirds are male.
Summary of key findings
This is a good provider Leaders and managers have taken swift and effective action to ensure that there is a culture of safeguarding in the college that enables them to protect vulnerable learners and to identify and manage risks, and that gives staff the confidence and skills to respond to any concerns and incidents. Governors and leaders have remedied most of the key weaknesses identified at the previous inspection. Leaders and managers have worked tirelessly to improve the skills of teachers to identify, plan for and assess the progress and achievement of learners. As a result, target-setting for learners is much improved and learners are making good progress. Highly successful internships enable learners on each pathway to develop high levels of employability skills in a wide range of settings. A wide range of support for learners’ highly complex, personal needs enables learners to be more independent, and prepares them well for employment. Teachers have been successful in improving learners’ English, mathematics and communication skills in vocational lessons. As a result, a high proportion of learners achieve their qualifications in English and mathematics. The management of the individual learning support staff is not consistently good. Teachers do not use learning support staff effectively in a minority of lessons. A few teachers do not challenge the most able learners to fulfil their potential.