|Name||Salford City College|
|Ofsted Inspection Rating||Good|
|Address||Dronfield Road, Salford, M6 7FR|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (10 May 2010)
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Information about the provider
1. Salford City College was established as a general further education college in January 2009 following the merger of Pendleton Sixth Form College, Salford College of Further Education and Eccles Sixth Form College. The new college has four main centres: Pendleton, Eccles, Worsley and the City campus, and two smaller sites at De La Salle and Winton. The city of Salford covers 37 square miles and is situated in the Greater Manchester conurbation; it has a population of around 220,000. Major sectors in the local economy are business and finance, public administration, education, construction and manufacturing. 2. Within the city there are areas of significant disadvantage. Salford is the 15th most deprived of 354 local authorities according to the multiple index of deprivation. Educational attainment at the age of 16 is below the national average with 46% of pupils gaining five or more GCSEs at grade A* to C including English and mathematics. Unemployment is 4.5%, slightly higher than in Greater Manchester and above the national average. Approximately 25% of college students are of minority ethic heritage compared to 7.3% in the local population. 3. The college’s provision covers all 15 subject areas. In 2008/09 students aged 16 to 18 studying at advanced level accounted for 56% of all students in learner-responsive provision. Almost all the college’s employer-responsive provision is Train to Gain but the college has recently begun delivering apprenticeships in business administration. The college also delivers apprenticeship training on behalf of other providers. The college has a contract for personal and community development learning delivered in the community. The college offers a small but growing higher education provision. Within the college’s catchment area there are 17 secondary schools of which three have sixth forms. 4. The college’s mission is ‘to inspire people, to create opportunities and enrich lives through learning’. 5. The college provides training on behalf of the following providers: • Stegta (apprenticeships in various subject areas) • BEST (apprenticeships in building services engineering) • Skills Solutions (apprenticeships in various subject areas) • ConstructionSkills (apprenticeships in construction) • Bolton University (foundation degrees and teacher education). 6. The following organisations provide training on behalf of the college: Carillion (adult learner provision in preparation for working life)
• Long course success rates have continued to improve and were high in 2008/09. Most disadvantaged groups achieve highly. Success rates for students on A-level courses have been maintained at very high levels but on AS-level courses success rates have dipped to below average. Success rates on Skills for Life qualifications are low. • Most students make good progress and progression to further courses and higher education is high. Students across all levels develop good skills and confidence. Many students produce high quality written and practical work. On a small number of courses students make insufficient progress. Success rates in two subject areas are low. • Initiatives to improve students’ social and economic well-being are good and most progress to further or higher education. Students feel safe and the college gives health and safety a high priority. A wide range of initiatives promoting health and well-being has successfully increased the numbers of students accessing services. Students make a good contribution to the college community and the wider community. • Much teaching and learning is good and some is outstanding. The best sessions are dynamic, with all students fully engaged, focused and demonstrating high levels of attainment. Lesson planning makes specific provision for differentiation. However, satisfactory sessions lack differentiation and challenge and some learners are passive. • Assessment is good. Feedback on marked work is very detailed and makes clear to students what they need to do to improve. Assessment is well planned and thorough on employer-responsive provision. Monitoring of students’ progress is good. Train to Gain learners’ progress reviews are weak, with few short or longterm objectives. Equality and diversity and wider welfare issues are not discussed.