Queen Elizabeth Sixth Form College

About Queen Elizabeth Sixth Form College Browse Features

Queen Elizabeth Sixth Form College


Name Queen Elizabeth Sixth Form College
Website http://www.qeliz.ac.uk/
Ofsted Inspection Rating Good
Inspection Date 31 January 2012
Address Vane Terrace, Darlington, County Durham, DL3 7AU
Phone Number 01325461315
Type Sixth Form College
Age Range 16-99
Religious Character Does Not Apply
Gender Mixed
Number of Pupils Unknown
Local Authority Darlington
Catchment Area Information Available No, we only have catchment area data for schools in England
Last Distance Offered Information Available No

Information about the provider

1. Queen Elizabeth Sixth Form College serves a diverse community. It recruits learners from South West Durham, North Yorkshire and Teesside, as well as from the borough of Darlington. Other post-16 providers in the local authority include a general further education college, one 11 to 18 school and various small work-based providers. The proportion of Darlington pupils gaining five or more GCSEs at grades A* to C is around the national average. The rate of youth unemployment is above average. 2. The college is the major provider of GCE AS- and A-level courses for young people in the area. The vast majority of learners are aged 16 to 18 and are following advanced-level programmes. The college also offers a small number of intermediate-level courses. About 56% of the learners aged 16 to 18 and 63% of the adult learners are female. Adult learners mainly follow part-time evening programmes. The proportion of learners from minority ethnic backgrounds is 4.6%, which is higher than the local population. 3. The college’s mission is to ’achieve and maintain excellence as a provider of education and, as a result, enable all students to progress successfully to the next stage of their lives’. Type of provision Number of enrolled learners in 2010/11 Provision for young learners: Further education (16 to 18) 14 part-time learners 1,821 full-time learners Provision for adult learners: Further education (19+) 272 part-time learners Adult and community learning 160 part-time learners Summary report Grades: 1 is outstanding; 2 is good; 3 is satisfactory; 4 is inadequate Overall effectiveness of provision Grade 2 Capacity to improve Grade 2 Grade Outcomes for learners 2 Quality of provision 1 Leadership and management 2 Safeguarding Equality and diversity 1 2 Subject Areas Grade Sport, leisure, travel and tourism 3 Visual and performing arts and media 1 Social sciences and history 1 Languages, literature and culture 2 Overall effectiveness 4. This is an inclusive college that takes learners from a range of different backgrounds and, in the vast majority of cases, helps them to progress successfully to university, employment or further training. The quality of provision is outstanding, with good teaching and learning, an outstanding range of provision to meet needs and excellent support systems. Partnership work is particularly strong and has contributed significantly to raising aspirations in the area and ensuring students are on the correct courses. Outcomes for learners are good and improving. The college recovered well from a slight dip in success rates in 2009/10 and success rates are now high on many courses. Students make good progress overall against their starting points but progress is too variable across the college. Senior leaders and managers set a culture of high expectations that is fully supported by staff. The promotion of equality and diversity is good and arrangements to safeguard learners are outstanding. The college provides a welcoming, high-quality learning environment. Main findings Students achieve well at the college. Success rates on most courses are at or above the national average for sixth form colleges. Learners generally make good progress against their starting points, although this varies between subjects and qualifications. The proportion of students gaining high grades in GCE A-level examinations is greater for female than male learners, though the gap is narrowing. Students enjoy going to college. It provides a very safe and welcoming learning environment. Learners attend regularly and gain an excellent range of skills that successfully prepares them for the next stage of their lives. The proportion of learners gaining places at university is high and other students progress successfully to employment or further training. Students make an excellent contribution to the life of the college and the wider community. They are fully represented on key college committees and appointments panels. Their extensive involvement in volunteering activities benefits local organisations and international charities, as well as helping them to develop work-related skills. The quality of provision is outstanding. Teaching and learning are good. Teaching is mostly planned well to meet the needs of different groups of learners. Teachers and students make extensive and effective use of information and learning technology. Many lessons are good or outstanding but a minority is less successful at helping learners to achieve fully. The college places a high priority on improving the quality of teaching and learning. The strength of the internal system of lesson observations is in the detailed discussions which allow teachers to focus on their teaching practice. However, in a minority of cases, observers are over-generous in their judgements and do not identify sharply enough where teaching could be improved further or the extent to which learning is taking place. The provision meets the needs and interests of learners very effectively. This, and the way the provision is developed with schools and other colleges, are both outstanding features. As a result of excellent partnership work, the provision is carefully tailored to meet the needs of individual learners which significantly boosts motivation. The college is a key player in the successful strategy to raise attainment and aspirations in the area. Students benefit from an outstanding enrichment programme. Care, guidance and support are outstanding. Arrangements to help students make the transition from school to college are excellent. Personal tutors have very good knowledge of students. Pastoral and academic support are both strong. Staff and students make good use of the system to monitor learners’ progress against their targets. Leadership and management are good with outstanding features. The college consistently meets ambitious recruitment targets and generally meets ambitious targets for learners’ success rates. The college is characterised by a culture of high expectations, coupled with an environment that values every individual’s contribution. Arrangements for safeguarding are outstanding. Extensive staff training and excellent links with external agencies make a good contribution to safeguarding. Learners are involved in promoting understanding of health and safety, especially e-safety. The promotion of equality and diversity is good. Managers analyse carefully any gaps in achievement between different groups of learners and take action where appropriate. Respect for, and celebration of, different cultures are fully promoted. A vibrant equal opportunities committee oversees policies and procedures but the impact of equality measures is not always monitored thoroughly. Student representation is strong on college committees and on the governing body. Students’ views are taken seriously and acted upon. Self-assessment is satisfactory. Findings are generally in line with the inspection judgements. However, the college overstated some key strengths in its self-assessment report. Quality assurance arrangements are not sufficiently comprehensive and action plans are not always sharp enough to enable close monitoring of progress. Financial management is strong. The college provides a very good environment for learning, which is welcoming and well resourced. Staff development is good. Best practice is successfully shared within strong subjects but not sufficiently with the few areas that are not performing as well.

Main findings

Students achieve well at the college. Success rates on most courses are at or above the national average for sixth form colleges. Learners generally make good progress against their starting points, although this varies between subjects and qualifications. The proportion of students gaining high grades in GCE A-level examinations is greater for female than male learners, though the gap is narrowing. Students enjoy going to college. It provides a very safe and welcoming learning environment. Learners attend regularly and gain an excellent range of skills that successfully prepares them for the next stage of their lives. The proportion of learners gaining places at university is high and other students progress successfully to employment or further training. Students make an excellent contribution to the life of the college and the wider community. They are fully represented on key college committees and appointments panels. Their extensive involvement in volunteering activities benefits local organisations and international charities, as well as helping them to develop work-related skills. The quality of provision is outstanding. Teaching and learning are good. Teaching is mostly planned well to meet the needs of different groups of learners. Teachers and students make extensive and effective use of information and learning technology. Many lessons are good or outstanding but a minority is less successful at helping learners to achieve fully. The college places a high priority on improving the quality of teaching and learning. The strength of the internal system of lesson observations is in the detailed discussions which allow teachers to focus on their teaching practice. However, in a minority of cases, observers are over-generous in their judgements and do not identify sharply enough where teaching could be improved further or the extent to which learning is taking place. The provision meets the needs and interests of learners very effectively. This, and the way the provision is developed with schools and other colleges, are both outstanding features. As a result of excellent partnership work, the provision is carefully tailored to meet the needs of individual learners which significantly boosts motivation. The college is a key player in the successful strategy to raise attainment and aspirations in the area. Students benefit from an outstanding enrichment programme. Care, guidance and support are outstanding. Arrangements to help students make the transition from school to college are excellent. Personal tutors have very good knowledge of students. Pastoral and academic support are both strong. Staff and students make good use of the system to monitor learners’ progress against their targets. Leadership and management are good with outstanding features. The college consistently meets ambitious recruitment targets and generally meets ambitious targets for learners’ success rates. The college is characterised by a culture of high expectations, coupled with an environment that values every individual’s contribution. Arrangements for safeguarding are outstanding. Extensive staff training and excellent links with external agencies make a good contribution to safeguarding. Learners are involved in promoting understanding of health and safety, especially e-safety. The promotion of equality and diversity is good. Managers analyse carefully any gaps in achievement between different groups of learners and take action where appropriate. Respect for, and celebration of, different cultures are fully promoted. A vibrant equal opportunities committee oversees policies and procedures but the impact of equality measures is not always monitored thoroughly. Student representation is strong on college committees and on the governing body. Students’ views are taken seriously and acted upon. Self-assessment is satisfactory. Findings are generally in line with the inspection judgements. However, the college overstated some key strengths in its self-assessment report. Quality assurance arrangements are not sufficiently comprehensive and action plans are not always sharp enough to enable close monitoring of progress. Financial management is strong. The college provides a very good environment for learning, which is welcoming and well resourced. Staff development is good. Best practice is successfully shared within strong subjects but not sufficiently with the few areas that are not performing as well.