|Name||Trafford College Group|
|Ofsted Inspection Rating||Good|
|Address||Talbot Road, Stretford, Manchester, M32 0XH|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (19 January 2015)
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Summary of key findings for learners
This college is good because: high levels of academic and personal support ensure that the vast majority of current learners and apprentices make good progress teachers’ high aspirations and effective lessons ensure learners develop highly relevant practical industry standard skills, preparing them well for their career after college managers work closely with employers, partners and the local enterprise partnership (LEP) to deliver courses in growth sectors of the local economy; many learners progressing to employment or apprenticeships do so in a sector related to their vocational course accommodation and specialist resources are very good and used well to support learning the college is a safe and inclusive environment with a good ethos of mutual respect governors use their skills and expertise well to challenge senior leaders in effectively bringing about improvements in learners’ achievements, the quality of teaching and learning and ensuring the college is meeting the needs of its local community performance management is very effective; closely related to continuous professional staff development and focuses on improving the quality of provision. This is not yet an outstanding college because: the vast majority of courses whose achievement was below that of similar colleges have improved and only a few subjects require further improvement not enough lessons provide sufficient opportunity to consolidate and expand learning, particularly for the more-able learners the development of learners’ mathematical skills in several vocational subjects is weak and the proportion achieving grade C or higher in GCSE mathematics is low only around half of all learners have the opportunity to benefit from a work placement assessment practices are not yet consistently robust to support the monitoring of learners so that they all make the progress expected and achieve their potential.