• Most
further education (FE) provision is satisfactory or
better, although almost one in ten of the colleges
inspected is inadequate. Institutions are usually at
least adequately managed and provide generally effective
teaching.
• Some weaknesses in provision, particularly
in general further education colleges, persist. There
is no evidence of an overall improvement in quality,
although the evidence of reinspection suggests that
colleges have the capacity to address weaknesses once
these are identified.
• Work-based learning remains a weak element
of FE. Provision is unsatisfactory in two fifths of
colleges. Many work-based learners make progress in
the specialist elements of their programmes but fail
to achieve key skills qualifications.
• The quality of education in sixth form colleges
and school sixth forms is usually good or better. Smaller
school sixth forms are generally less good, but, nevertheless,
the majority make good provision. Six sixth forms (almost
2% of the sixth forms inspected) were found to be inadequate.
• There has been little change in the pattern
of provision post-16. The availability of foundation
or intermediate courses for the less well-qualified
students remains too often limited. The most able young
people are usually very well provided for.
• The quality of Connexions practice is mostly
good. Partnerships focus their intervention very effectively
on the disaffected young people and are overcoming
complex needs to re-engage them with education. Because
partnerships lack adequate performance measures, the
overall contribution of Connexions to the achievement
of young people is uncertain.
• In the four areas where inspections of provision
for 14–19 year olds have been carried out, the
local education authorities (LEAs) and local Learning
and Skills Councils (LSCs) have not yet been able to
drive sufficient change particularly in standards and
participation. Strategic plans for 14–19 provision
are not yet in place.
• Youth services, although often handicapped
by a lack of resources, are giving increasingly strong
support to disaffected young people.
• The most vulnerable learners are the least
well catered for. The teaching of literacy and numeracy
in FE is often unsatisfactory, as is the quality of
provision in independent specialist colleges. Too many
young people in young offender institutions and secure
units fail to receive an education that meets their
needs or prepares them for the transition from custody
to the community.
Introduction
167 This section reflects the range of work undertaken
by Ofsted, often with the Adult Learning Inspectorate (ALI),
in relation to education and training for 16–19 year
olds.
168 At the end of 2002, over 77% of students aged 16 years
continued into full- or part-time education in schools and
colleges, an increase of over one percentage point on the
previous year. The proportion engaging in full-time courses
increased by about two percentage points, while the proportion
following part-time programmes fell slightly. Table 2 shows
the participation of students in full- and part-time education
across different types of institution. The pattern is very
similar to last year. These figures exclude students participating
in work-based learning programmes.
169 In 2002/03, Ofsted and the ALI inspected 86 general
further education, tertiary and specialist colleges and 19
sixth form colleges. The proportion of sixth form colleges
inspected is smaller than in the previous year. As in 2001/02,
the colleges inspected included a relatively high proportion
of those that under the previous regime of the FE Funding
Council (FEFC) had some unsatisfactory provision.
170 Most provision in colleges is at least satisfactory;
there is much more good or very good practice than there
is unsatisfactory. However, further education in colleges
is afflicted by some persistent weaknesses. Half of all colleges
have some unsatisfactory provision, but often this provision
affects a minority, sometimes a small minority, of learners.
Also, the incidence of unsatisfactory provision in 2002/03
is lower than in the previous year. There is less unsatisfactory
teaching and, significantly, fewer colleges have unsatisfactory
leadership and management.
Education
in colleges
• Most provision in FE colleges is at least satisfactory, but almost one
in ten of the colleges inspected is inadequate. In the colleges inspected this
year there is less unsatisfactory provision than last year, but also less that
is good.
• Fewer colleges than last year have unsatisfactory leadership
and management, but they are unsatisfactory in almost one in ten colleges.
The proportion of
colleges where leadership and management are good or better remains at about
two fifths.
• There is still too much unsatisfactory teaching, mainly in general further
education colleges. In particular, the teaching of literacy and numeracy is
too often inadequate.
• FE colleges are having some success in widening participation among groups
that are not traditionally engaged in education, but work-based learning remains
weak.
• College students are mostly well supported in terms of access to information,
advice and guidance, but unsatisfactory attendance continues to have an adverse
effect on students’ learning in general FE and sixth form colleges.
• Completion rates on modern apprenticeship courses are too low.
• Sixth form colleges provide particularly well, mainly for AS and A-level
students.
171 There are, however, as yet, no convincing signs of
significant overall improvement in the college sector.
Across the colleges inspected in 2002/03, there is less unsatisfactory
provision than in the previous year, but there is also
less
that is outstanding or good. In part this is because fewer
sixth form colleges were inspected in 2002/03. There is
a marked difference in quality between general FE colleges
and sixth form colleges. Sixth form colleges continue to
be consistently successful providers of 16–19 education.
172 This difference is, in part, a reflection of the fact
that general FE and tertiary colleges on the one hand and
sixth form colleges on the other cater for different ranges
of students. General FE colleges are often complex in the
make-up of their student body, staffing structure and their
locations. Many of them have multiple sites. They serve a
multiplicity of purposes. Sixth form colleges usually have
a more focused remit and a smaller, less diverse population
of students.
Leadership and management
173 Leadership and management are good or better in just
two fifths of general FE colleges (see figure 19). The most
common failing of college management is in the performance
of its core function of ensuring and sustaining the quality
of teaching and learning. Leadership and management were
significantly better in the relatively fewsixth form colleges
inspected.
Standards achieved
174 In each college, inspectors judge the standards achieved
and the quality of education across a range of curriculum
areas. Not all curriculum areas are offered by or inspected
in all colleges.
175 Standards and quality, as reflected in curriculum area
judgements, have changed little from last year. They are
considerably better in sixth form colleges than in general
FE colleges. In sixth form colleges almost three quarters
of the curriculum areas inspected are at least good and only
a very small proportion is unsatisfactory.62 This compares
with just over two fifths being good or better in other colleges
and almost a tenth unsatisfactory or weak. Too many of the
colleges that were found by the FEFC to have some unsatisfactory
provision still have it.
176 Across all colleges, the proportion of unsatisfactory
provision is slightly smaller than last year, but the proportion
of curriculum areas that are good or better has also fallen
a little. Provision in visual and performing arts and English,
language and communication remains the strongest, while in
construction, engineering and ICT it is relatively weak (see
figure 20). The latter areas are those in which typically
there is a high proportion of work-based learners and where
provision is made for large numbers of students.
177 In 2002/03, the provision for students with
learning difficulties and disabilities was inspected
separately from that for literacy and numeracy at
levels 1 and 2 across the college.63 They
are part of the ‘foundation
programmes’ curriculum
area. Provision for students with learning difficulties and
disabilities remains at least satisfactory in nine out of
ten colleges inspected, but provision for English for speakers
of other languages, and literacy and numeracy, is unsatisfactory
in around a quarter of colleges. These findings, confirmed
by a joint Ofsted/ALI survey, reveal a high level of unsatisfactory
work in the key skills of literacy and numeracy.64 Many
colleges are unable to provide effective tuition and support
for students learning these skills.
178 The attainment of 16–18 year olds entered for
General Certificate of Education (GCE) Advanced and Advanced
Subsidiary level (A/AS) examinations or Advanced Vocational
Certificate of Education (AVCE) rose slightly in sixth form
colleges from an average of 74 points per entry in 2002 to
75. 6 points in 2003.65, 66 Girls
attained 78.7 points on average, compared with
afigure for boys of 71.8 points.
179 Results in general FE, tertiary and specialist colleges
also rose slightly, from an average of 62.5 points per entry
in 2002 to 63.6 points in 2003. Girls outperformed boys,
with averages of 66.9 and 59.4 points respectively. The
level of prior attainment at GCSE tends to be lower in general
FE and tertiary colleges for students on advanced courses
than it is in sixth form colleges and sixth forms.
Work-based learning in colleges
180 Work-based learning remains a weak element of FE. Learners
work towards foundation and advanced modern apprenticeships,
incorporating national vocational qualifications (NVQs) and
key skills qualifications. Provision is good or better in
one out of seven colleges; it is unsatisfactory in two fifths.
These poor statistics mirror the poor completion rates nationally
for modern apprenticeship frameworks. Many learners make
progress in the specialist elements of the framework, but
fail to achieve their key skills qualifications. Two thirds
of people who start foundation apprenticeships in retailing,
care, hairdressing and hospitality are not achieving qualifications
in the key skills. Insufficient assessment in the workplace
is a further significant factor.
Quality of teaching and learning
181 The quality of teaching was good or better in just
over three fifths of lessons seen (see figure 21), a slight
fall from last year. In sixth form colleges, the proportion
was almost three quarters. Across colleges as a whole, the
proportion of unsatisfactory lessons was about 7%, a proportion
that has remained more or less constant for some years. In
sixth form colleges the proportion of unsatisfactory teaching
was just over half of this.
Guidance and support
182 The quality of advice and guidance and the effectiveness
of personal support for students are mostly good, although
the proportion of colleges in which information, advice and
guidance are good or better is lower than last year. Most
colleges provide good impartial advice and guidance to potential
students through a range of open days and interviews. Most
also provide good welfare and counselling services. The better
colleges have sound frameworks for individual tutorials,
show sensitivity to the different needs of individuals and
carry out effective regular monitoring of students’ attendance
and progress. In most sixth form colleges, good careers education
helps students to progress to appropriate higher education
programmes. In the few weaker colleges of all types there
is a wide variation in the quality of tutorial support: often,
part-time students are not well supported.
183 Overall, students’ attendance rates to lessons,
76% in general FE and tertiary colleges, have not changed
from last year and remain unsatisfactory. Attendance is better
in sixth form colleges (85%), but it is not good enough.
Unsatisfactory attendance continues to have an adverse effect
on students’ learning.
184 The diagnosis of and provision for individuals’ learning
needs are unsatisfactory in about one in eight colleges overall.
Almost all carry out an initial assessment of students’ literacy
and numeracy needs, but there are too many where the results
are not incorporated into individual learning plans and where
information from initial assessment is not used in lessons.
Few colleges have effective systems to judge the impact of
the additional support.
Equal opportunities and inclusion
185 In almost all colleges, equality of opportunity is
at least satisfactory and in about half it is good or better.
General FE and tertiary colleges are particularly successful
in widening participation in education among groups who have
not traditionally
engaged in further education.
186 Generally, colleges have developed race equality
policies in response to legislation
and most have made at least satisfactory progress in the
initial stages of implementation. They have
improved data on the participation and achievement of minority
ethnic groups, but not enough is done to identify and respond
to the needs
of underachieving groups, publicise and consult on the policy
with students and staff and monitor the career progress of
students by ethnic group. Most colleges are making at least
satisfactory progress in their initial implementation of
new policies relating to students with learning difficulties
and disabilities.
College
reinspections
• Reinspections show that colleges are responding
well to matters identified for improvement in inspection,
and significant improvements are occurring.
• Two
previously inadequate colleges are now making largely
satisfactory provision.
187 Ofsted and the ALI are required to reinspect all unsatisfactory
provision and to carry out a full inspection of inadequate
colleges within two years. In 72 colleges where there had
been some unsatisfactory provision (in 28 instances, only
one curriculum area), that provision was reinspected and
two colleges that were inadequate were fully reinspected.
188 Reinspections show that colleges are responding well
to matters identified for improvement in inspection. The
two previously inadequate colleges now make largely satisfactory
provision. All the colleges with unsatisfactory curriculum
areas have made some progress in improving the provision
and three quarters have made at least reasonable progress.
Fifteen curriculum areas were re-assessed as at least satisfactory.
189 The key factor leading to improvement is a clear focus
on the quality of teaching and on the effectiveness of arrangements
for promoting and assuring quality within the curriculum
area. Frequently, this is accompanied by strengthened support
for students. Improvement is most rapid when it is driven
by senior management that is rigorous in its concentration
on teaching and learning, insistent on objective and thorough
lesson observation, and constructively critical in its approach
to self-assessment.
Independent
specialist colleges
• Provision
in independent specialist colleges for students with
learning difficulties and disabilities continues to give
cause for concern; the overall provision is unsatisfactory
in just under half the colleges inspected.
• Too
much teaching is unsatisfactory; literacy and numeracy
are not well taught.
• Advice and guidance for students are usually good; students are helped
to develop the ability to look after themselves.
• Leadership and management are unsatisfactory in six of the thirteen colleges
inspected.
190 Thirteen colleges were inspected, ranging in size from
under ten students to more than 200. They cater for learners
with disabilities ranging from moderate to severe and complex.
191 There has been no improvement in the standards achieved
compared with last year. They are too low and inconsistent.
Three of the colleges inspected are inadequate and, overall,
only a quarter of the curriculum areas inspected are better
than satisfactory. Crucially, the quality of teaching and
learning was unsatisfactory in a quarter of the lessons observed.
192 The teaching of literacy and numeracy is ineffective
and the curriculum area of literacy and numeracy is unsatisfactory
in four of the eight colleges where these areas were evaluated.
The other colleges are failing to tackle specific pre-language
and communication needs and there is inadequate co-ordination
of literacy and numeracy across the curriculum.
193 Behaviour is generally well managed. In the less successful
colleges, the application and use of initial assessment are
underdeveloped and individual learning plans lack rigour
and coherence. Advice and guidance are usually good. These
independent specialist colleges are particularly successful
in developing young people’s and adults’ ability
to manage their own lives.
194 Leadership and management are satisfactory in only
seven colleges. Operational management and the sharing of
the colleges’ aims, values and mission are strengths.
However, strategic planning has not improved and systems
for monitoring the quality of provision are also weak. Almost
half of the colleges have been slow to respond to legislation
regarding disability discrimination and race relations.67
Dance
and drama schools
• The seven
courses inspected are all at least good or better; four
are outstanding. The schools produce versatile performers.
• Students
acquire a good understanding of professional skills
and many progress to dance- and drama-related employment.
195 In 2002/03, Ofsted and the ALI inspected seven dance
and drama schools, academies and colleges at which some students
receive financial awards from the DfES. This completed the
cycle of inspection of these institutions.
196 Four of the courses inspected are outstanding and three
are good; the standards of teaching are high. Leadership
and management are outstanding in four of these schools and
good in three.
197 Students acquire a good understanding of professional
values. Their work is thoroughly reviewed and accurately
assessed. The schools produce generally versatile performers
who achieve high standards of work in rehearsal and performance.
In only a small minority of instances are performance standards
below those needed in the demanding and competitive professions.
Many students progress to related employment. For example,
98% of the students leaving one of the colleges entered dance-related
employment. Another school’s graduates found employment
in the West End productions of Fame, Grease and Romeo
and Juliet.
Sixth
forms in schools
• The quality
of teaching and students’ achievement remain mainly
good or very good in school sixth forms, but smaller
sixth forms are less effective than large ones. The overall
quality of teaching is at least very good in over a third
of sixth forms inspected.
• Leadership and management
mostly set a clear direction for the sixth form.
• Over a half of school sixth forms give good value for money, but just
over one in twenty is not cost-effective; this figure rises for small sixth
forms.
• Six of the sixth forms inspected are inadequate in that they do not provide
an acceptable standard of education for students or have serious weaknesses
in areas of their work.
• In almost half of the sixth forms inspected, statutory requirements in
relation to the curriculum are not met; this relates essentially to religious
education.
198 In 2002/03, 333 schools with sixth forms were inspected.
School sixth forms continue to be mostly successful, particularly
in providing for A-level students. The effectiveness of just
over three quarters of the sixth forms inspected is good
or better, while in a further fifth it is satisfactory (see
figure 22). Six sixth forms were judged to be inadequate,
fewer than 2% of those inspected.
Standards achieved
199 Overall, students’ achievement is good or better
in over four fifths of sixth forms (see figure 22). It varies
depending on the size of the sixth form, but even in the
smaller sixth forms achievement is mainly good or better
(see figure 23). Achievement is good in two thirds of all
sixth forms. However, while it is very good in about one
fifth of sixth forms that have more than 100 students, it
is very good in only 1 in 25 sixth forms with 100 or fewer
students.
200 Students’ achievement in English, art and design,
physical education, history, geography and music is at least
good in over three quarters of schools. Achievement is good
in lower proportions of schools in the sciences, mathematics
and modern languages. Unsatisfactory achievement often stems
from students starting on courses for which their initial
qualifications are inadequate.
201 In subjects such as drama, economics, sociology and
psychology, students’ achievement is good or better
in a high proportion of schools.68 In well over a third
of schools, pupils’ achievement is very good or better.
Achievement is also good in subjects such as leisure and
tourism, and business education.
202 The attainment of 16–18 year olds entered for
GCE A/AS level or AVCE rose slightly in maintained schools
from an average of 75.9 points per entry in 2002 to 76.4
points in 2003.69 Girls
outperformed boys with 79.1 and 73.3 points respectively.
203 Students show overwhelmingly positive attitudes to
their sixth form; relationships and students’ personal
development are strong. In about two thirds of schools these
features are very good or better. Attendance is better than
in the secondary phase generally, but it is unsatisfactory
in almost one fifth of sixth forms.
Quality of teaching and learning
204 Teaching in almost all
sixth forms is at least good overall. The outstanding features
of teaching and learning
are teachers’ knowledge
and understanding of their subject and the readiness with
which students respond to well- informed, well-planned teaching
which encourages
them to exchange views
and to engage in discussion and argument. Expectations are
generally high. Teaching and learning of the highest quality
are usually, but not exclusively, found in larger classes.
There is still room for improvement in the use of assessment
in enabling students to set and reach
learning targets, and in the teaching of key skills.
205 Teaching is good or better in about nine tenths of
sixth forms in English, history, geography, religious education,
art and design, physical education, economics, business education,
sociology and psychology. But the proportion is lower than
eight out of ten in the sciences, mathematics and modern
foreign languages (see figure 24). Teaching in leisure and
tourism is good or better in about three quarters of schools.
Leadership and management
206 In just fewer than nine schools out of ten, leaders
are effective in setting a clear educational direction for
the sixth form, consistent with the overall values and purposes
of the school. Subject leadership and arrangements for monitoring
the quality of provision and taking action to improve it
are good or better in seven out of ten subject departments
inspected. As a result, almost all sixth forms have made
at least satisfactory improvement since their last inspection.
207 Overall, the vast majority of sixth forms are at least
adequately cost-effective. In just over 1 in 20 sixth forms
this is not the case, but this proportion rises to about
one fifth in small sixth forms. The smaller sixth forms often
maintain very small groups in some subjects, and a few schools
subsidise the sixth form from other provision.
208 More than nine out of ten sixth forms offer a sufficiently
broad curriculum to meet students’ aspirations. Many
are starting to offer or are increasing the range of vocational
courses. In almost three quarters of sixth forms, the quality
and range of learning opportunities are good or better. This
is a slightly greater proportion than in the schools inspected
last year. In just fewer than half of the sixth forms inspected,
statutory requirements in relation to the curriculum are
not met. This is largely in relation to the provision of
religious education.
209 A quarter of sixth forms have deficiencies in accommodation,
including a lack of space for students to study or socialise,
inadequate access to ICT facilities forindependent research
and poor grouping of specialist facilities. In many of these
sixth forms, improvements are planned. Learning resources are good or better in about two fifths of schools, but they
are very good in only a very small proportion.
Guidance and support
210 Relationships between teachers and students are usually
very good. Tutorial time is often used well to monitor students’ progress,
set targets and provide support. Students receive good information
and advice on progression to higher education, but advice
and guidance are not as good in relation to seeking employment
or training. Even where guidance is satisfactory or good,
students often feel that there is room for improvement in
the quality of information that they receive in Year 11 regarding
the choice of subjects and programmes available post-16.
Overall, students have strong, positive views about their
sixth forms.
Area
inspections of education and training
• The best-qualified
16 year olds continue to receive the widest choice
and the best quality of education post-16.
• The range of provision on offer is improving, but in most areas there
is still too little choice at foundation or intermediate level.
• Staying-on rates at 16 are improving, but students who experience disadvantage
or belong to some minority groups are more likely to opt out at 16 years.
• Too many students are on courses that are unsuitable for them.
• LEAs and local LSCs are collaborating in relation to provision for 14–19
year olds, but, in the areas inspected, have not yet been able to drive the
changes needed.
Area inspections of
provision for 16–19 year olds
211 Ofsted and the ALI carried out ten 16–19 area
inspections, mostly in areas where achievements are low.
This was a continuation of a programme which began in 2001/02.70 The inspections evaluated the range and quality of education
provided to 16–19 year olds, the standards achieved
and the suitability of guidance they were offered.
212 As in the previous years, the most able young people
at 16 continue to have the best choice of courses and often
the best quality of provision post-16. Overall staying-on
rates at 16 years in the areas inspected are improving, but
progression to full-time education and training by school
leavers with moderate or low achievements is considerably
lower than for more able students. In most of the areas inspected
this year, as in previous years, far too many students who
are disadvantaged or who belong to particular ethnic groups
do not participate in education or training.
213 The range of provision is improving in some respects.
In most areas, a broad range of courses is offered, particularly
at level 3, although not all students have equal access to
them. Collaborative working between schools and colleges
is resulting in more choice and school sixth forms are offering
more vocational courses. However, in most areas there are
still insufficient courses at intermediate and lower levels
to meet the needs of the less able 16 year olds. Opportunities
for work-based learning are usually inadequate. Provision
for young people with learning difficulties and/or disabilities
often lacks a coherent rationale across an area.
214 Too many students are on courses that are unsuitable
for them, often as a result of inadequate guidance and advice
or because suitable courses are not offered by their school
or local college. Connexions is beginning to provide a good
service to individual students in some areas, but many young
people receive careers advice and information which is neither
comprehensive nor impartial.
215 An effective strategic framework is lacking for analysing
the needs of young people and the community across an area
and designing the provision needed to meet them.
Area inspections of
provision for 14–19 year olds
216 Following amendments to legislation, the age-range
for area inspections was extended to 14–19 years. Four
14–19 area inspections have been carried out.
217 The LEAs and local LSCs have taken seriously their
duty to collaborate over 14–19 strategy. Good working
relationships are established and strategic forums have been
set up. However, in most areas, a common strategic vision
or plan is for 14–19 education and training is not
yet in place.
218 The statutory framework does not set out clearly the
respective responsibilities of LEAs and local LSCs for developing
14–19 education. The influence that they can exert
on local planning is limited by the considerable autonomy
of individual schools and colleges, particularly in the absence
of incentives for strong sixth forms to engage in collaboration.
Consequently, the LEAs and local LSCs have not yet brought
about sufficient improvement in standards and levels of participation
for 14–19-year-old students. The available management
information is usually inadequate to inform detailed planning.
219 There are few signs of an effect on the patterns of
provision. Although the range of courses pre-16 has been
extended in all four areas, this is a result of actions within
individual institutions, for example through the Increased
Flexibility Programme, rather than area initiatives. The
pattern of post-16 provision is not significantly different
from that seen in the majority of previous area inspections.
Planning is focused mainly on the interests of the individual
institutions rather than the needs of students, employers
or the community.
Connexions
• The performance
of local partnerships varies, but is often good.
• Leadership and management at local level are generally satisfactory.
• The quality of Connexions practice is mostly good.
• Partnerships lack adequate performance measures to assess their own effectiveness
or their contribution to local targets.
• Young people are insufficiently
involved in the strategic planning or evaluation of provision.
220 Connexions is a national service established to provide
integrated advice and guidance and access to personal development
opportunities for all young people aged 13–19 years.
It aims to help young people engage in learning, achieve
their full potential and make a smooth transition to adult
life. The service is provided through 47 local partnerships
based on local LSC areas.
221 Ofsted and the ALI carried out inspections of 12 partnerships
in 2002/03. The service in eight was good or very good, in
one it was satisfactory, but the service in three was unsatisfactory.
222 Nine out of ten of the sessions seen involving Connexions
work, for example interviews between personal advisers and
young people or sessions about careers, were at least satisfactory
in that young people were achieving their learning goals.
Where sessions were less than satisfactory, this was often
because of poor planning and assessment of the needs of the
young people.
223 In all the partnerships inspected, steady progress
has been made towards targets for increased participation
in education. However, performance measures that could contribute
to judgements about the service’s effect are underdeveloped.
At the point of delivery to young people the service is usually
good and individual young people often attribute improved
attitudes to education, employment and training to the work
of Connexions. Partnerships focus their intervention very
effectively on the disaffected pupils and are overcoming
the complex needs of some young people so that they can re-engage
with education.
224 Connexions partnerships also have objectives such as
reducing the number of young offenders, substance abusers
and the incidence of teenage pregnancies. Meeting these objectives
requires regular liaison with a wide range of partners. Although
partnerships are working hard to develop data-sharing protocols,
the lack of comprehensive data on these issues is not enabling
them to set realistic targets for these objectives.
225 Most partnerships identify priority groups within their
areas to help them focus their work effectively. They are
not always sufficiently responsive to the range and diversity
of those they serve, nor are sufficient steps taken to ensure
that young people are aware of the range of services available
to them through Connexions. The lack of involvement of young
people in the strategic planning and evaluation of provision
is a general weakness.
226 Leadership and management are generally satisfactory.
The better partnerships, in particular, have a clear sense
of direction, cohesion and co-operation. These are well understood
and shared by partners, sub-contractors and staff at all
levels. In these partnerships, the Partnership Boards are
effective in their challenge and scrutiny roles. Staff development
arrangements are improving, but quality assurance arrangements
are underdeveloped. Regular observation of Connexions practice
is not sufficiently established as a feature of most partnerships.
Financial management is generally sound, but, in the absence
of adequate management information, few partnerships can
assess their cost-effectiveness.
Local
authority youth services and National Voluntary Youth
Organisations
• The quality
of the services inspected is more variable than last
year; it ranges from very good to unsatisfactory. Of
the 14 youth services inspected, four are unsatisfactory.
• Services are improving in their capacity to deal effectively with disaffected
young people; most are satisfactory in this respect.
• Many youth services experience difficulty in recruiting suitable staff.
• Partnership
work with schools is growing and becoming increasingly effective.
227 In 2002/03, Ofsted inspected 14 youth services and
reinspected one, which was much improved. The quality is
variable: two services are very good; one is good; seven
are satisfactory and four are unsatisfactory.
228 The better services offer a mix of specialist activities
to support youth work, including performing arts and ICT.
Sport features prominently. There is, however, a tendency
foryoung men to dominate activities, often because programmes
are not well balanced with activities that appeal to young
women. Youth services also contribute to specialist one-to-one
information and advice services for young people, but access
to these services is unacceptably variable across the country.
229 There are signs that services are becoming better at
key aspects of their work. Generally they are dealing better
with disaffected young people in such a way that increasing
numbers, often with complex and multiple needs, become better
able to relate to adults and their peers, and more likely
to engage in learning.
230 The most significant factor leading to variable provision
is the difficulty in recruiting sufficient experienced and
qualified staff, especially to deal with the disaffected
young people. The skills needed to engage them are not easy
to find. In many areas of the country, part-time staff bring
useful knowledge of the area and of its young people, but
they do not always engage sufficiently in planning and monitoring.
231 Work in partnership with schools, focusing particularly
on excluded pupils, continues to grow and is becoming increasingly
effective. The schemes inspected contribute well to improved
attendance and, in some cases, help to promote better achievement.
In a minority of projects, the effect is hindered by poor
liaison between the youth service, schools and LEAs. Opportunities
for young people to achieve accreditation through the youth
service have expanded, often to good effect. Such opportunities
increase motivation, but are not appropriate for all aspects
of youth work. Continued improvements in the management of
services, and particularly of quality assurance and curriculum
development, are needed.
232 Over a three-year period, HMI have visited the majority
of the 20 organisations new to the National Voluntary Youth
Organisation scheme; six were visited in 2002/03. Most are
using their grant from the scheme well to support social
inclusion. In a few, progress is slow. Monitoring inspections
were carried out on six organisations. Four are making good
use of their grant, one is satisfactory but one is unsatisfactory.
Education
in young offender institutions
• Too many
young people fail to receive an education that meets
their needs or prepares them for the transition from
custody to the community.
• Most of the teachning seen was satisfactory,
but young people's attendance at sessions was not given
enough priority.
• The guidance provided to young people is poorly
co-ordinated.
• Institutions are experiencing increasing difficulty
in attracting teaching staff.
233 HMI inspected all 13 prison establishments holding
boys aged 15–17 years and the four prisons holding
girls of the same age-range. HMI inspect the educational
provision in young offender institutions at the invitation
of HM Inspectorate of Prisons.
234 The quality of education in these establishments continues
to give cause for concern. In part, this is because of deficiencies
in liaison between the many organisations involved in the
care of the young people in secure establishments. Also,
there are weaknesses in the policies in respect of placements – and
the use of young people’s time – that take little
account of the need for educational continuity. As young
people move between services and institutions, little information
about their previous educational experience and needs is
passed on by, for example, youth offending teams.
235 The quality of initial assessment has improved, in
part because of the appointment of special educational needs
co-ordinators (SENCOs) to juvenile establishments, but it
is still often poor. Young people may therefore be placed
on courses that are inappropriate, for example by being engaged
on a basic numeracy course when their prior experience and
ability would fit them for a level 2 or 3 course.
236 The guidance provided to young people in the institutions
is poorly co-ordinated. The contribution from Connexions
partnerships has been weak. As a result, many young people
return home unprepared and ill-informed about the opportunities
open to them and the problems they are likely to encounter.
237 Most of the teaching seen was satisfactory, although
in one establishment over two fifths of lessons were unsatisfactory
or poor. Students usually behaved well. They benefit from
working with learning support assistants in a one-to-one
setting. Many students, however, are not in establishments
long enough or do not attend lessons frequently enough to
achieve accreditation. An increasing number of establishments
are having difficulty in attracting and retaining teachers
in particular areas, such as numeracy, literacy and ICT.
238 The quality of accommodation is variable and ICT resources
for staff and students are generally poor. Many of the new
teaching blocks are poorly designed. Libraries are well cared
for and maintained and contain an adequate range of reading
material, but access to them is generally poor.
239 Most establishments are making satisfactory progress
in clarifying and developing the role and responsibilities
of the recently appointed heads of learning and skills. Management,
however, remains impeded by lack of strategic direction and
coherence and by the inadequate availability and use of management
information.
Education
in secure units and training centres
• Teaching
was generally satisfactory, although teachers often
struggle to cope with very diverse groups of students.
The management of units is of variable quality.
• Links with Connexions services range from
excellent to poor.
240 HMI inspected 15 units during the year. HMI inspect
the educational provision at the invitation of the Social
Services Inspectorate.
241 Teaching was generally satisfactory or better, although
in one establishment over a quarter of the lessons seen were
unsatisfactory or worse. In many units, teachers find it
difficult to teach groups of mixed ages and a wide range
of ability. In most units, the curriculum range is adequate,
although there are gaps because of difficulties in recruiting
or retaining specialist staff. In a few units the curriculum
lacks a sufficiently vocational focus. Rates of accreditation
vary widely across establishments. Most units are well resourced,
although there are deficiencies in ICT and in libraries.
242 In most establishments, assessment and monitoring arrangements
are securely in place and are clearly linked to the Detention
and Training Order sentence planning and review procedures.
Young people behave well and are well supported in class.
Links with Connexions partnerships, however, range from excellent
to poor. In the best examples, there is a clear agreement
between the establishment and the partnership which defines
an entitlement for students and ensures that links are maintained
with home Connexions services.
243 The quality of management varies. In the best units,
education is closely integrated into the overall management
of the establishment, and effective arrangements are in place
for planning, quality assurance and performance management.
In others, action plans are unconvincing, targets vague and
the monitoring of teaching and learning is inadequate. Links
with LEAs are generally good, although a few LEAs provide
little support. One, for example, allocates no budget to
a unit; an approach which does little to encourage planning.
For further information, see the following sections:
• School improvement strategies
• Secondary education
• Education in independent schools
62 In colleges, the effectiveness
of curriculum areas is judged on a five point scale: outstanding;
good; satisfactory; unsatisfactory;
and very weak. ‘Outstanding’ corresponds with ‘excellent’ and ‘very
good’ used in school inspections, while ‘very weak’ corresponds
with ‘poor’ and ‘very poor’.
63 In the National Qualifications
Framework, level 1 is foundation level (including GNVQ foundation);
level 2 is intermediate
(including GCSE grades A*–C); and level 3 is advanced
(including GCE A and AS levels).
64Literacy,
numeracy and English for speakers of other languages: a survey
of current practice in post-16 and adult provision (HMI 1367), Ofsted, 2003.
65 At GCE A level, points are assigned to grades as follows:
A=120, B=100, C=80, D=60, E=40; for AVCE courses, the points
scores are double while for GCE AS level they are half those
of A level.
66Statistical
first release, (30/2003), DfES, 2003.
67 For example, the Special Educational Needs and Disability
Act 2001 and the Race Relations (Amendment) Act 2000.
68 These subjects were inspected in a relatively small number
of schools.
