New College Swindon


Name New College Swindon
Website http://www.newcollege.ac.uk/
Ofsted Inspection Rating Good
Address New College Drive, Swindon, SN3 1AH
Phone Number 01793611470
Type Further Education
Age Range 16-99
Religious Character Does Not Apply
Gender Mixed
Number of Pupils Unknown
Local Authority Swindon
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Full Inspection (01 December 2014)
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.

Summary of key findings for learners

This provider is good because: most learners’ achievements are good, particularly for learners aged 16 to 18 at level 1 and for those who study short programmes. Success rates for apprentices and workplace learners are outstanding partnership working with subcontractors is effective and benefits learners who receive a very high standard of training most teaching, learning and assessment are good and, as a result, learners make good progress and produce work of a high standard support for learners who need extra help to achieve as well as their peers is effective and, as a result, they make good progress learners benefit from a very good range of additional activities and events organised by staff and the learner body. Learners develop highly useful work-related, personal and social skills college leaders collaborate closely with the Swindon Local Enterprise Partnership and the Chamber of Commerce and, as a result, the well-developed curriculum provides a close match to learners’ and employers’ needs, as well as to local and regional employment priorities financial and resource management are very good. Learners value the high-quality specialist accommodation and facilities, which mirror the professional standards found in industry. teaching and learning are not yet outstanding and, as a result, not all learners achieve higher grades than those expected of them and a minority of learners on the second year of their A-level programme and in GCSE English do not make good or better progress target setting is not yet of a consistently high enough quality and teachers do not always provide learners with sufficiently detailed feedback in order to develop further their English and mathematics skills leaders and managers do not use rigorous self-assessment or the evaluation of data well enough to inform and prioritise quality improvement actions. This is not yet an outstanding provider because: