|Name||West Kent and Ashford College|
|Address||Brook Street, Tonbridge, TN9 2PW|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (02 October 2018)
Note: There may have been more recent inspections, since 02 October 2018, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about the provider
West Kent and Ashford College is a medium-sized general further education college with sites in Tonbridge and Ashford in Kent. Students attend from a wide geographical area across Kent and north Sussex. The college currently has around 3,100 students enrolled at the college and approximately one third of these attend the Ashford campus. The college provides a range of post-16 education and training, including 16 to 19 study programmes, adult learning programmes, apprenticeships and courses for students with high needs. Ashford has higher levels of social and economic deprivation and a larger transient community than surrounding areas. The proportion of residents of Tonbridge and Malling with qualifications at level 2 and above is higher than the regional and national rate, but lower for residents in the Ashford area. Employment in areas served by the college is above the national average.
Summary of key findings
This is a provider that requires improvement Too many students aged 16 to 18 on level 1 and level 3 diploma courses leave their course early and do not achieve their qualifications. Too few apprentices make the progress expected of them or achieve their qualifications within their planned timescale. The proportion of students aged 16 to 18 who achieve grades 9 to 4 in GCSE mathematics is too low. Assessors do not help apprentices develop plans for their learning that consider what they already know or can do. Too few assessors plan apprentices? on- and off-the-job training in consultation with employers. Apprentices and a minority of students, for example those in sport, information technology and English for speakers of other languages, do not receive feedback that helps them to improve their work. The provider has the following strengths Governors, leaders and managers have changed the culture of the college, which has enabled them to improve teaching, learning and assessment through collaboration, training and teamwork. Teaching, learning and assessment and personal development, behaviour and welfare, and the effectiveness of leadership and management are now good. Governors, leaders and managers have re-established positive relationships with external stakeholders, which helps students prepare for their next steps in education or employment. Most current adult students, students aged 16 to 18, and students with high needs are making good progress in extending their skills, knowledge and understanding. Most adult students, students with high needs and younger students who achieve their qualifications move on to further education, training or employment.