5C:How is success in leadership and management recognised?

There is clear leadership which is having an impact upon the focus and direction of the college's provision of basic skills. The quality of provision is regularly monitored and management have reviewed and made changes in its approach to teaching basic skills.

The newly formed team that teaches discrete literacy, numeracy and communication staff are all suitably qualified or experienced. There are some good in-house produced resources for learning, for example laminated symbol sheets, digital photos and video clips.

The whole college environment is well-used as a learning resource; that is, the horticulture enterprise, canteen, kitchen, the office and the college shop. Related literacy, numeracy and communication learning opportunities are embedded into all these activities. The college's sweet shop, for example, is used to familiarise students with communicating with the general public and for further integrated learning.

Resources are very good. Students use a wide variety of communication aids and alternative and augmentative communication technology. Students have their own computer workstation and ready access to interactive software. One teacher has dedicated time to develop imaginative and creative software programmes in response to requests from other teachers.

The management of this curriculum area is good. The college has recently restructured this department and has appointed a new coordinator who has worked hard on developing the curriculum. She assures the quality of all targets on students' individual learning plans. There is a well-managed programme of staff development. Observations of staff teaching are realistic and lead to planned improvements. Staff feel well-supported. The staff induction programme is comprehensive. The college has an inclusive approach towards teaching and learning.

Leadership and management of this aspect of the curriculum are good. The provision is well planned by individual teachers and programme managers. The acquisition of key skills and communication skills is a high priority for staff and students, and forms the basis of individual learning plans.

Teachers are well qualified in their specialist subject and many have additional qualifications in learner support.

The college has good resources, including facilities for catering, horticulture, IT and photography. The college uses a woodland area, known as the “Forest School” for some courses for students who have been unsuccessful in classroom settings.

Teams meet regularly to review the progress of students and to develop common approaches to assessment and course documentation.

Self-assessment is used effectively to identify weaknesses, and staff work well together to address identified areas for improvement.

Basic skills staff and vocational staff exchange schemes of work to improve their cooperation and combined efforts in teaching basic skills.

There is a clear strategy for the development and integration of basic skills across the whole college curriculum.