|Name||Sir George Monoux College|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||09 January 2018|
|Address||Chingford Road, Walthamstow, London, E17 5AA|
|Type||Sixth Form College|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Local Authority||Waltham Forest|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about the provider
Sir George Monoux College is a medium-sized sixth form college located in the London Borough of Waltham Forest. Around 1,620 full-time students, nearly all of whom are aged 16 to 18, are on study programmes. Most students are on courses at level 3, while a small minority are studying at level 2. Just over two thirds of students are on vocational study programmes, while the rest are on AS- and A-level programmes. A very small number of students with high levels of need are on vocational and AS- and A-level programmes at the college. Waltham Forest has significant levels of socio-economic deprivation, with relatively high levels of low-paid employment and homelessness. A high number of students at the college come from some of the more deprived areas of the borough and adjoining boroughs. Waltham Forest is culturally a very diverse area, and college students come from a broad range of ethnic backgrounds. School leavers’ achievement of five or more GCSEs at high grades, including English and mathematics, is low, compared to other London boroughs. Many students join the college with lower-than-average prior attainment.
Summary of key findings
This is a provider that requires improvement Governors and leaders have not yet had sufficient impact on raising the quality of provision to ensure that the overall effectiveness of the college reaches a ‘good’ standard. A minority of staff do not consistently instil in students suitable behaviour, or attitudes to learning, to comply with college expectations in lessons. Too many students turn up late for lessons and not ready to learn, which often causes disruptions and delays to the start of lessons. Too often teachers do not design a sufficiently broad range of activities to match students’ varied abilities in lessons. Too few students benefit from external work experience to support the development of work-related skills. Too few AS- and A-level students, who make up around a third of students, make sufficient progress and successfully achieve their qualifications. The proportion of students who successfully achieve high grades in GCSE mathematics, or who passed their functional skills English or mathematics, is too low. The provider has the following strengths The new leadership team has established a positive environment for both staff and students, with a strong focus on improving teaching. Leaders, governors and managers have improved markedly their ability to assess the quality of teaching and learning, and to put in place improvement strategies. Teachers are now setting more effective targets for students, and using better checks to monitor their progress. Students have good opportunities to build their independence, social and interpersonal skills. Managers and teachers have successfully increased the proportion of students on vocational courses at levels 2 and 3, who make up around two thirds of students, who achieve their qualifications and make good progress in their learning. Students receive good, impartial careers guidance, and support with application to university. On completion, a high proportion of students successfully progress to the next stage of their education or training.