4C: How is success in guidance and support recognised?

Guidance and support are outstanding. There is a well-planned strategy for student support and guidance and the services are managed effectively and efficiently. A team of student advisers offer high-quality impartial advice and guidance which is effective in directing students on to appropriate courses. Induction is planned effectively and provides a good introduction to the college and course requirements. Partnership arrangements with the Connexions service are strong. Tutorial arrangements are effective. An extensive tutor handbook and study skills packs support tutorial activities. The monitoring of students' attendance is rigorous. Teachers provide much additional academic and pastoral support outside lessons. Students' views on the quality of the services are vigorously sought, analysed and acted upon. Support to meet individual students' needs is excellent. The integration of literacy and numeracy support into vocational schools is effective. Support for dyslexia emotional and behavioural difficulties, physical difficulties, and sensory impairment is effective.

Support for students' individual needs is excellent. The college provides a highly effective mix of school-based and central support for students. Literacy and numeracy support is effectively integrated within the operation of each vocational school. A wide range of equipment to support students is provided, including equipment to help students with dyslexia. Students who receive help have high retention and pass rates. In 2002/03, 1,400 students received support of at least 5 hours’ duration, 94 per cent were retained and 92 per cent achieved their target qualification.

Students receive much individual support from learning support tutors and vocational specialists. The support has a vocational context which motivates students and helps them to make good progress in improving their basic skills. Tutors are always prepared to offer help out of college hours as well as during lessons. The working relationships between staff and students are good, and students are keen to seek help as required.

The assessment and monitoring of students' progress are very good. The initial assessment of all students' literacy and numeracy skills is effective and leads to individual targets for learners. Support for literacy and numeracy needs is excellent. Senior tutors review the suitability of targets in individual learning plans. Students understand the assessment process on their programme. The assessment practice on most courses is very good.

The induction programme is very successful, involving trips to galleries, sites of interest and group activities. The students at Levels 1 and 2 are supported by a teacher who coordinates basic skills. The teaching of basic skills is integrated in the art and design work. Staff are developing PowerPoint presentations of assignments that refer to basic skills and set short exercises to reinforce learning. These learning resources are very professional in their content and design quality.

Learners who request information are invited to a talk to ensure that their class is appropriate. Pre-course information is simple and easy to understand. It is available on a customised website that is frequently the first point of contact for learners. ESOL and family learning make effective use of partners in the provision of information. Support networks for refugees and asylum seekers are referral points into ESOL provision. Schools communicate regularly with parents to tell them about courses. The family learning team follow up contact through informal information sessions.

Support teaching is flexible and meets the needs of students. For example, extra literacy or numeracy sessions are put on, at short notice, in vocational areas in response to student need. Learning support tutors attend vocational lessons to support students. The learning support tutor liaises well with the vocational tutor to plan individual programmes. This effective support promotes good progress. In some schools, where there is a high number of students requiring literacy or numeracy support, an educational support worker is located full time in each programme as well as a learning support tutor and additional educational support workers as required. Individual sessions take place outside the classroom at a time and venue convenient for the student.