East Durham College Self-Assessment Report 2022/23

Introduction

East Durham College is a medium-sized general further education college with three campuses in County Durham: the Peterlee Campus and Technical Academy in Peterlee, and Houghall Campus in Durham. Learners live predominantly in County Durham, with a significant number travelling from Teesside, North Yorkshire and Tyne and Wear, to attend the college, particularly to access our specialist land-based provision at Houghall.  The college delivers education programmes for young people including provision for 14–16-year-olds, adult learning programmes and apprenticeships across a broad range of subject areas across all its sites.

The Houghall Campus offers specialist land-based provision with bespoke facilities and resources. It has provision for learners with high needs and SEN with the largest provision in County Durham for learners with autism.  Engage 14-16 provision is also available at this campus.

The Peterlee Campus offers a range of vocational study programmes including ED6 sixth form, and higher education programmes. Engage 14-16 provision is also available at this campus.

The Technical Academy, based on Peterlee’s South West Industrial estate, offers a range of engineering and construction-related vocational pathways and a HE offer in engineering.

This report reflects on the effectiveness of East Durham College, in relation to meeting our mission, vision, values and the needs of the local and wider community.

For the 2022/23 academic year East Durham College has been self-assessed as follows:

Overall Effectiveness - Good

The quality of education is good at East Durham College. All provision types offered at the college are either good or outstanding. Leaders are aware of the small minority of areas that require improvement, and those areas are progressing well, towards being good. All key judgements at the college are either good or outstanding. Safeguarding at the college is effective.

The Quality of Education - Good

Behaviour and Attitudes - Outstanding

Personal Development - Outstanding

Leadership and Management – Good         

Education Programmes for Young People - Outstanding

Adult Learning Programmes - Outstanding

Apprenticeships - Good  

Provision for Students with High Needs – Good  

Managers have a clear focus on the actions required to improve the learner experience and ensure that more learners progress to a positive destination.  Overall improvements from the 2021/22 academic year include improvements in outcomes for learners of all ages including apprenticeships, high needs, adults, and young people.  These improvements in outcomes were also mirrored in maths and English.  The college is also leading key regional projects in response to the local skills improvement plans.

Good progress has been made against the areas for improvement identified from the previous academic year.  Of the five actions, the progress made against three was good and two were satisfactory. 

How we earned our Good

The quality of education is good across almost all areas of college with outstanding elements in Health and Early Years, Construction, Business and Enterprise, Hair and Beauty, Arboriculture, Equine and Public Services.

Leaders have constructed a broad and inclusive curriculum offer to meet the needs of the local community. Over 70% of learners that attend East Durham College come from areas of high deprivation, many with low confidence and aspirations because of their socio-economic challenges.  Due to this, leaders ensure that learners have access to a broad curriculum, that covers all subject sector areas ensuring opportunities for learners to improve their social mobility. All learners can explore education and career pathways that meet their personal needs and starting points. As a result, a high proportion of learners leave college with knowledge, skills, and behaviours that allow them to be successful in their next steps toward education, life, and employment.

Leaders and managers have developed a curriculum that is accessible, ambitious, and informed by local and regional skills needs. In addition to using labour market information (LMI) to develop programmes of study, teachers work with employers in all areas of the curriculum in designing employer set assignment briefs and industry projects. This drives high levels of progression to employment, and further and higher education. The majority of curriculum areas offer courses from Level 1, through to Level 3, with some areas extending the provision to levels four and five to support the career progression of learners. For example, in Health and Social Care, level one provision allows learners with lower entry grades and less experience to build their knowledge and skills before progressing onto levels two and three. Learners can enter roles in the care sector with the Level 2 and 3 Health and Social Care courses, and those who achieve Level 3 can progress to university to study courses that result in entry to professions such as midwifery, adult and paediatric nursing, and paramedic practice.  Managers and teachers successfully continue to develop the curriculum to meet industry needs, for example, planning has taken place to develop the level four and five Higher Technical Qualification (HTQ) offer, with approval gained to offer the level five Healthcare Practitioner qualification. As a result, the curriculum allows for many learners to progress onto roles that address the current skill gap in the health sector.

Learners develop high quality skills on their main programme of study, and through additional qualifications that complement main learning aims. For example, T-Level learners in health can practice their skills within the new ward facilities, before successfully applying them to their employer set project and industry placement, resulting in them being better prepared to enter the health workforce. Non-accredited (RARPA) courses are delivered in Beauty and Barbering, including fading skills, and tanning, to complement the main learning aims and allow learners to develop the skills that they need to successfully enter the industry.

In a minority of areas for 16-18 provision, although pass rates are high, retention rates are lower than the college average.  This includes A-Levels, Catering, Training and Leisure, and GCSE Maths and English for Foundation and Derwent learners. 

Teachers sequence the curriculum in a logical manner that allows learners to build and connect their knowledge, skills, and behaviours over time. For example, in maths, learners cover the four rules as a foundation, before lessons progress through to number, measure, and then data. When a topic is covered, learners start by focusing on a basic skill, before moving on to worded questions, and then problem-based exam questions. For example, when learning how to calculate areas, learners begin by calculating two sides of a rectangle, before progressing to worded and problem-based questions, such as calculating how much paint is needed to paint a roof based on its area. In Foundation, learners studying level 1 Occupational Studies begin by learning about the basic concepts of behaviour in the workplace. They then progress to learn about worker rights and occupational pathways, before putting their theoretical learning into practice with an extended work placement. As a result, learners can develop their knowledge and skills incrementally, moving from basic concepts to more complex applications of what they have learned.

Learners and apprentices benefit from teachers who have expert and up-to-date knowledge of the subjects they teach. Staff in many areas of the curriculum, such as Media and Creative Industries, Hairdressing, Vet Nursing, Floristry, Construction, and Equine continue to work within their industries and use their skills and expertise to contextualise and update learners on current practice. Those who no longer work in industry take part in subject specific updating to ensure that the curriculum reflects current workplace practices and standards. Arboriculture staff remains up to date with industry NPTC tickets; staff that teaches in the 14-16 Engage provision complete training on drug and alcohol misuse, trauma-informed care, and CPI mandatory Safety intervention MAPA training, which allows them to better support learners with challenging behaviours.  This expertise is echoed in learner feedback across all vocational areas with learners stating that they appreciate their teachers’ knowledge and skills, and benefit from it.

In 2022/23 staff continued to take part in the college Continuous Professional Development (CPD) programme, with new teaching staff completing the college Bronze award to promote strategies for effective teaching, learning, and assessment. CPD delivered in-year includes strategies to support learners with SEND; effective use of assessment; use of digital technologies within the classroom; effective use of questioning; target setting; and strategies to stretch and challenge learners.  Bespoke CPD is provided to curriculum areas by Professional Development Coaches (PDCs), that are recognised as advanced practitioners for teaching and learning, this has supported teaching staff across the college to reflect on and enhance their teaching practice to better meet the needs of learners.  All new staff are allocated a Professional Development Coach, for regular support and coaching that supports them with planning for learning and to achieve the college standards and expectations for teaching. PDCs are kept current with all completing the Gold CPD package, two working towards Advanced Teacher Status and being supported in working towards a certificate in Evidence Informed Practice.

The majority of teachers implement effective teaching strategies within their lessons. They present information clearly and in small steps to support the cognitive load of learners and use questioning well to check on learning.  Teachers across the college make effective use of assessment so that they can better determine learners’ starting points and teachers give learners constructive feedback that supports them to develop their knowledge and skills further. However, a small minority of teachers do not use this information effectively enough to support learners to make progress within lessons.

Most teachers contextualise their delivery to make learning relevant and meaningful. For example, in tutorials, when Progression Coaches are delivering sessions on mental health, they support learners studying agriculture to discuss the high suicide rates among farmers. They support learners in Uniformed Public Services to study the effects of PTSD and stress within the armed and emergency services. As a result, learners engage well and realise how wider topics apply to them and their chosen career path.

The majority of teachers implement effective teaching strategies to support learners to remember what they have learned, in the long term.   Teachers across the college consistently use recap activities and revisit learning.  Teachers in Foundation and Derwent use strategies such as dual coding, chunking of information, and retrieval to reduce cognitive load and support the learning of new information.

The majority of teachers scaffold lessons to support learners with different starting points, to achieve their learning outcomes. For example, in Animal Care, before asking learners to answer practice exam questions, teachers use memorable acronyms to prompt learners to recall their prior learning. They extensively use questioning techniques to involve and engage learners, and as a result, systematically check learning. Teachers revisit misconceptions before asking learners to move on to an independent task. This results in more learners being able to confidently attempt their exam questions and improvements in overall achievement which increased by 4% from 2021/22 to 82.7%.

In Health and Social Care, teachers also use a range of activities to scaffold learning. For example, when learning about the effects of stress and cortisol on different life phases, learners participate in paired and group activities, to research and present to their peers, they analyse case studies and take part in engaging retrieval activities using digital tools such as Menti, to review their learning. These strategies prepare learners well for exams and assessments and support embedding information into long-term memory.  A minority of teachers do not scaffold learning enough to support learners with gaps in their knowledge, and as a result, some learners do progress enough to achieve or remain on their programme of study.

The support provided for learners is highly effective. Learners with Special Educational Needs (SEN) benefit from teachers who work well with learning support staff so that learners receive the appropriate level of scaffolding to support their progress within lessons. Adult learners are routinely screened at enrolment for additional support needs to help them achieve and progress. In a few cases, teachers in mainstream vocational and academic programmes do not yet implement classroom strategies or work with learning support staff effectively enough, and as a result, a minority of learners with EHCPs are not supported to achieve as well as they could within lessons.

Competitions are a key part of the college teaching and learning strategy and are embedded across most areas.  Within media, teachers carry out ‘pressure tests’ as a form of assessment for learning.  As a result of embedding competition pedagogy, learners develop resilience and refine their skills whilst working under pressure in a low stakes environment.  The college is a WorldSkills UK Centre of Excellence, and several members of the teaching staff are trained as Educators, who disseminate best practices in embedding competitions into curriculum, through CPD days and team presentations. 

Learners develop their skills in well-resourced facilities. Leaders and course managers have successfully accessed multiple funding streams to provide state of the art facilities, kits, and equipment to enhance the quality of education for learners and apprentices.  Examples of significant investments in the college estate include two new science labs, a clean room, a high specification hospital ward, and enhanced engineering facilities.  These are utilised well by learners to further develop their knowledge, skills, and behaviours in an environment that reflects the best of the industry.

How we aim to achieve Outstanding

• Overall achievement rates have seen an increase since 2021/22. The retention of learners studying A Levels (70%), Catering and Travel (82.4%), and Training and Leisure (85.1%) has been significantly impacted by learners leaving education to enter employment. As a result, the achievement is less than the national average rates (-3.3 overall, -4.5 for 16-18, and -2.7 for adults).  To support more learners to remain on programme and achieve well, teachers and managers should ensure that learning is consistently scaffolded, with developmental feedback that allows learners to progress against their individual targets.
• The large majority of learners that continue on their study programme achieve well across the college and appropriate to their level of learning, however, some learners studying at level 3, and in a small minority of areas such as electrical engineering, do not produce work to the standard they are capable of and as result do not achieve high grades. To provide an outstanding quality of education, managers and teachers should continue to develop and implement an ambitious curriculum that challenges learners to make progress further beyond their starting points, so that all learners achieve the grades that they are capable of.
• Teachers have made significant progress to ensure that mainstream learners with high needs and SEN benefit from adaptive teaching strategies. To ensure consistency across all provision types, teachers should continue to develop their use of these strategies, to ensure that learners with high needs, SEN, and learning difficulties can progress within lessons and achieve as well as their peers.

How we earned our Outstanding

Behaviour is exceptional across the college. Leaders, managers and staff set and maintain very high expectations for the behaviours and attitudes of learners at East Durham College. They are persistent in modelling positive behaviours through their professional conduct and ensure that high levels of support are provided for learners at all times. This results in a calm and safe environment in which learners can thrive and develop their aspirations.

Learners develop a strong rapport with teachers and managers, who have a good presence in the social areas of the college at key times during the day. There is a consistent approach to ensuring the safety of learners, and the adherence to college policies, such as the wearing of badges for safeguarding purposes.  Due to this, the college has developed a thorough sense of belonging where learners and staff are familiar with each other and can communicate effectively.

Learners develop excellent levels of social standards, which are promoted in and outside of the classroom by reinforcement of the college's ‘Ready, Respectful, Safe’ approach.  Leaders and managers ensure that any undesired behaviours are challenged rapidly, with a consistent approach across all sites. Staff are confident to courteously challenge learners when their behaviours do meet college expectations, and when they do, learners respond well to make the changes that are asked of them. As a result of this, learners become very well prepared to succeed in their community and next steps.

In vocational sessions, learners are well supported to develop employable behaviours in a highly aspirational environment. Teachers contextualise behaviour and attitudes to the expectations of industry, ensuring that learners are aware of the consequences to their employment prospects.  For example, in Construction, managers and teachers are relentless in replicating site expectations for attendance, punctuality, the correct use of PPE, and the ability to complete high standards of work within set timeframes. Due to this, learners quickly develop routines and behaviours that prepare them well for life and employment, with key employers recruiting directly from their visit to the construction workshops.

Learners and staff at the college are polite, they consistently display high levels of respect for and exceptionally good manners towards each other and staff.  As a result, the college is an environment which allows learners to develop socially and emotionally at their own pace. Learners benefit from developing in an inclusive environment that promotes the highest standards of behaviours and attitudes, including zero tolerance for bullying, child-on-child abuse and discrimination. The Designated Safeguarding Lead leads a highly effective team, which includes representation from 14-16 Alternative Provision, High Needs and Foundation, Progression Coaches, and the College Leadership Group. The Safeguarding team meet frequently to review cases and identify cross-college patterns, this ensures that learners receive timely intervention and that preventative work is effectively carried out where required. The strong culture of safeguarding results in learners feeling extremely safe where they can, and do, develop as individuals.

Learners are punctual and maintain exceptional levels of attendance. Leaders, managers and staff continue to place a strong focus on achieving high attendance, whole college attendance for 2022/23 is above the national average at 90% (an increase of 1.7% since 2021/22). Learners understand that missed attendance results in missed learning, of which they are expected to catch up, and the majority of learners do. This has resulted in increased overall achievement rates, and learners developing better employability, life and learning skills, which they need to succeed in their next steps.

Learners attend their English and Maths lessons well, with an increase of 2.6% in GCSE Maths, 0.9% in GCSE English, 2.2% in FS Maths and a slight reduction of 0.3% in FS English. Learners also understand the importance of attending their exams and have participated well in the introduction of the new mock exam process, which has demonstrated significant improvements in resilience and exam stamina, particularly within the 14-16 Engage provision. This has resulted in increased achievement across GCSE maths (75.6% to 77.6%) FS maths (46.3% to 60.3%) and FS English (60.5% to 74.6%).

Learners benefit from highly effective one-to-one pastoral support from Progression and Trainer Coaches, who work well with curriculum teams to highlight and support learners who are identified as at risk. Learners receive individual reviews that focus on their academic performance, behaviour, attendance and punctuality and are supported with targets to make the progress that they need to attend well and achieve.

Teachers and managers of the Engage 14-16 provision work very closely with families and external services to offer preventative action for learners at risk. During 2022/23, the college appointed a family liaison worker, and a full-time safeguarding officer, and continued to invest in training for the college counselling team.  This has allowed for the better use of resources to support learners with challenging behaviour, mental health and safeguarding issues, that affect their attendance.  As a result, learners in Engage have significantly higher attendance rates than when they were at school and make progress with their wider skill development including confidence and resilience.

Learners benefit from the consistent and fair use of the college behaviour management policy, which is developed and led by Progression Coaches. Learners receive supportive meetings where disciplinary procedures are followed, and appropriate action plans are set with the involvement of curriculum staff and if necessary, parents and guardians. This results in learners understanding the consequences of their behaviour, better understanding college expectations, and feeling supported to make positive and sustained changes to their actions.

Learners are supported well to take ownership of their behaviour. For example, in tutorial sessions, learners undertake an ‘Employability’ block in which they self-assess their workplace behaviours and attitudes and make personal plans for growth in this area. This develops learners’ ability to self-reflect and supports them to be accountable for their progression. 

Learners consistently display excellent behaviours within their lessons. In Sports, learners actively participate and contribute to discussions and activities. They frequently ask questions and show enthusiasm for the subject matter which they learn. Learners arrive on time for classes, and are well prepared to learn, as a result, they make better progress from their individual starting points. 

Learners are motivated to learn and take the initiative to study independently outside of class, seeking additional resources, and demonstrating the aspiration to achieve as well as they can. Learners in Animal Care take exceptional pride and ownership of their work, they listen well to class explanations and learn from their peers during collaborative activities, they then use this information to make improvements to their work. Learners are passionate and eager to apply what they have learned to real working environments. For example, in Sport and Animal Care, most learners demonstrate excellent independence by sourcing their placements to gain work experience, and as a result, develop employability skills from early on in their learning journey.

Learners are committed to going above and beyond the requirements of their qualifications. For example, learners from the vast majority of curriculum areas participate well in internal and external skills competitions; they go above and beyond their required work placement hours; and they participate extremely well in community action projects. Due to this, learners develop skills that allow them to excel in the community and employment.

Teaching staff provide effective support, encouragement, and mentorship to learners that promotes respectful behaviours within lessons. For example, in tutorials, learners participate in discussions that explore how to keep themselves safe from, and how to avoid harmful behaviours, such as sexual harassment, racism, abuse and addiction. Teachers facilitate these discussions to ensure that learners participate and are respectful of the viewpoints and experiences of others. This provides a safe space for learners to explore relevant issues that develop their cultural capital.

Learners, including those with high needs and SEN, behave exceptionally well at their external placements and are aware of how the expectations in college are mirrored in industry and employment. Feedback from the employers that provide placements, has identified the polite nature and strong work ethic of learners, this in turn has had a positive impact on the reputation of the college. 

Learners provide useful feedback as part of the Health & Wellbeing survey that contributes to the continuous improvement of behaviours and attitudes. In 2022/23, 93% of learners agreed that behaviour rules were explained and understood; 80% of learners agreed that student behaviour around the college was good; 73% agreed that positive behaviour is rewarded; 92% agreed that learners are respectful to each other; 97% agreed that learners show respect to their teachers; and 88% of learners agreed that positive behaviour can help increase their chances of employment. Leaders and managers use this feedback to implement changes, for example, the re-introduction of behaviour cards, and student of the month awards, to ensure that learners feel that their positive behaviour is valued.

How we aim to further enhance behaviours and attitudes

• Whilst overall attendance is high, leaders and managers continue to place focus on increasing attendance in English and Maths so that it is consistent across all curriculum areas and in line with whole college attendance.
• Leaders, managers and staff should continue to emphasise the link between attendance and achievement and drive forward strategies that address same-day non-attendance. An automated text messaging service has been introduced to notify parents and adult learners when lessons are missed. This was implemented at the end of 2022/23 and had a positive impact on improving attendance in the short term.

How we achieved our Outstanding

Learners develop exceptional personal, social, and employability skills throughout their time at East Durham College. Young people, adults on substantial programmes, and apprentices benefit from the embedding of personal development skills into the curriculum for example, 14-16 learners in Engage receive two Personal Social Health and Economic (PSHE) lessons per week, all 16–19-year-old learners attend a tutorial programme once per week and in areas such as Access, the staff is given time to support adults in their development. Tutorials cover topics such as sexual health, healthy relationships, and Fundamental British Values. From this, learners have access to information that equips with them the knowledge they need to keep themselves safe and healthy.

Learners benefit from a comprehensive tutorial curriculum that is effectively planned to meet their individual needs. Outside of the classroom, learners receive high quality pastoral support from well qualified Progression Coaches. They also benefit from engaging in weekly sessions as part of their tutorial programme, which allows them to build positive relationships. This results in all learners knowing who their Progression Coach is and how to contact them. Learners feel comfortable contacting their Progression Coach, should they need support at any point during the year, and this contributes to them being exceptionally well supported and safeguarded.

Learners study a tutorial programme that is well sequenced in a logical manner that allows learners to build on their knowledge over time. For example, tutorials are delivered in blocks that cover safeguarding and Prevent, health and well being, then employability skills before moving on to community action projects and ‘what next’ planning. This supports learners to know how to take care of and develop themselves, before they plan and gain experience supporting the local community. Learners are also able to then use their college experience to inform decisions about their next steps into education or employment.  As a result, learners are exceptionally well supported in their transition from school to college, to build confidence, and character, and to progress well to their intended destinations.

The tutorial programme is effectively differentiated across academic levels, to ensure that the curriculum is inclusive and accessible to all. Level one to level three learners study the same topics, which include British Values, Equality and Diversity, Safeguarding, Prevent, Health & Well-Being, Employability, Community Action, and Progression Planning. However, at each level, learners build on the knowledge and skills that they already have. For example, whilst studying employability at level one, learners develop skills to write a CV, whereas level three learners studying the same topic, will explore more complex skills such as interpreting pay slips and tax codes. As a result, learners benefit from high levels of personal development within lessons that are appropriate to their level of study.

The intent of second-year level three tutorials are carefully designed in a way that is individualised, ambitious, and focussed on positive progression to employment or higher education. Learners in the second year of their level three course are facilitated well, to complete a ‘Future Me Workbook’ or ‘UCAS Workbook’ within tutorials. This provides learners with tailored information, activities, and guidance, that results in them feeling better prepared for their next steps in higher education or employment.

All learners on full-time study programmes make a strong contribution to their local community, by taking part in a community action project as part of their tutorial programme. Within this project, learners discuss and research issues that are prevalent in the community, as well as local groups and charities, before deciding on who they aim to support. In this way, learners broaden their knowledge and understanding of those with circumstances different from their own. This work won a national Beacon Award in 2021.

In 2022/23 learners from Agriculture, Floristry and Animal Care supported the local Age UK charity as their community action project. Learners focused on promoting positive mental health amongst the elderly created postcards to ‘pass on a smile’. Learners took pictures of animals on the farm and in the animal care unit, which they turned into colourful postcards and on the reverse, was written an appropriate joke. Postcards were shared with the local Age UK centres for distribution to the local community. Hair & Beauty supported socially isolated members of the community and volunteered their time giving treatments to residents at the Grampian Court Care Home. Prince’s Trust learners pitched to Durham Masonic Foundation and secured funding to maintain and decorate Croxdale Community Centre. Other examples included learners collecting, sorting, and packing clothes for a local baby clothes bank, food for local food banks, raising money for a veteran's counselling programme, and inviting care home residents into the college restaurant for afternoon tea. As a result of the Community Action Projects, learners gain invaluable practical experience of citizenship and feel more connected to their local community.

Learners from Engage 14-16 are well supported to be responsible, respectful, and active citizens. For example, learners undertake charitable fundraising and community action as part of their studies. During 2022/23, learners from Engage worked with Peterlee Town Council, helping lay pathways and complete horticulture activities at a community garden. This results in learners contributing positively to society, developing a sense of pride in their community, and understanding how their actions contribute to improvements within their local area. 

Teachers and Progression Coaches effectively embed equality diversity and inclusion (EDI) into lessons, using naturally occurring examples. In vocational trades, gender stereotypes are challenged when discussing career opportunities. These examples reinforce the college's position on changing outdated narratives for future workforces and encourage individual learners to work towards their aspirations, despite any differences in social norms.

EDI Case Study 1 – Game Keeper at Raby Estates

EDI Case Study 2 – Engineering

Learners develop an excellent understanding of Equality, Diversity, and Inclusion (EDI) through the well-established embedding of wider skills into the curriculum, awareness raising events within the college, and the availability of clubs and groups that support and promote EDI. The college working group for EDI has developed several strategies to effectively raise the profile of EDI through staff development. This includes continued partnership work and gaining the Bronze Award with the Educate and Celebrate Award Programme. This has enabled access to monthly one-to-one coaching and mentoring sessions, stakeholder data to inform college interventions, CPD for all staff, support with the college EDI action plan, and targets in the five core areas of Training, Policy, Curriculum, Environment, and Community. As a result, learners gain an education experience in an inclusive environment that challenges stereotypes, reduces biases, and builds cultural capital.

Learners (16-19 and adults on substantial programmes) benefit from attending a one-to-one ‘What Next’ Careers Education Information Advice and Guidance (CEIAG) meeting with their Progression Coach. During these meetings, learners receive unbiased and relevant advice and guidance, regarding their progression. As part of this process, issues around progression are addressed and alternative options are considered, ensuring that learners are well supported and have at least one backup option. Learners value this meeting and as a result, they feel supported and encouraged to make the right steps for their progression.

Learners attend lessons which prepare them well for life in modern Britain. For example, in a tutorial, learners are taught about Fundamental British Values, how they apply to their chosen careers, and the importance of appreciating diversity. This includes sessions that explore protected characteristics and examples of people who have lost their jobs or faced legal issues, due to discriminative behaviour. Because of this, learners are given the tools to become more respectful citizens.

Apprentices develop into responsible, respectful, and active citizens. Teachers and trainer coaches embed British Values, EDI, and Health and Wellbeing within progress reviews as well as within the classroom. For example, work-based ‘norms’ are challenged through modelling behaviours, and the language and ideas of apprentices are challenged in a safe space that allows for growth.  Apprentices learn in an inclusive environment that helps to develop their confidence, resilience, and progression to permanent work or further education and training. This results in them being supported to overcome barriers and develop the knowledge and skills needed for successful careers.

Learners benefit from relevant sessions covering Prevent and radicalisation. Sessions are designed to allow the exploration and discussion of difficult topics such as radical religious ideologies, immigration, and race relations. Staff are aware of local risks and appropriately educate learners to be so, these risks are notable issues with far-right extremism and offer positive challenges and counter opinions regarding immigration and racial equality. Due to this, learners widen their appreciation of cultures that are different from their own, they gain a comprehensive understanding of the dangers of extremism and how to keep themselves safe.

Teachers effectively implement activities that are embedded into the curriculum to develop independence and resilience. For example, in Health & Social Care, learners are consistently encouraged to be self-aware, self-reflect, negotiate and problem solve in sessions. Learners practice these skills in realistic working environments, for example on the hospital ward learners will work on patient scenarios, mock risk assessments, and confidential case studies. Learners are required to reflect on the effectiveness and ethical dilemmas that may occur because of their decision making and they create action plans for future improvements.  In Arboriculture, resilience is developed by giving learners responsibilities to manage job sites, promoting real-life problem-solving skills. A range of work sites are used across the county and learners are treated like ‘real life’ contractors where work must be completed to a high standard. From this, learners are given a safe space to make mistakes, learn from them, and then revisit the work site to discuss what would be completed differently in the future. 

Learners participate extremely well in industrial placement opportunities across all vocational areas, including those studying T-Levels. During 2022/23 curriculum areas placed focus on emphasis on improving work placement and employer visits in other areas so that learners could gain broader experience to inform their career choices. Changes to the catering delivery model allowed for a skills accelerator programme in which learners complete a six-week placement within restaurants and cafés. Consequently, 75% of those learners were offered paid part-time employment by their placement provider, whilst they were studying on their main programme. Learners in Catering have attended master classes by Richard Schofield from Taste Tradition and Hodgsons Fish. Motor Vehicle learners attend careers talks from staff at Halfords and Snap-On, and make visits to places such as Doddington Park, Mallory Park Racing Circuit, Croft Circuit, the Classic Car Show, and the Auto Sport Show at Birmingham’s NEC Arena. Learners with high needs and SEND that study in Foundation and Derwent, attend an Employability Fayre in which staff from employers such as Northumbria Water, Morrisons Supermarket, Durham Enable, and the Marriot Hotel, speak about career opportunities and job roles. As a result, learners gain valuable insights into a range of industries, career pathways, and job roles, which inform their career choices and goals.

 Learners have access to a wide range of opportunities that allow them to develop their interests and hobbies, including enrichment activities, trips, and visits. All learners have the opportunity to take part in sports academies including football, basketball, rugby, and dance. The college also has a Student Voice & Engagement Officer, who manages the Students’ Union. The Union has elected officials including a president and vice president, who sit as student representatives on the college Governing Body.  They facilitate student activity groups (including a Dungeons & Dragons group, an LGBT+ group, and a Chess group) and organised the end of year student trip to a theme park. The Students’ Union also supports the pastoral needs of learners by providing access to a range of external specialist agencies, including Moving On (homelessness charity), Humankind, and Piece of Mind. Numerous agencies attend the college fresher’s fayre with others taking part in cross-college events and having regular stalls in college to raise awareness of their services.

Learners participate in trips that significantly develop their independence and provide many with new opportunities to explore different cultures. For example, during 2022/23 learners from Creative Industries visited the ‘Into Film Festival’ and went on an international trip to the Netherlands, which included visits to a range of cultural sites and museums. Travel & Tourism learners visited Northern Ireland, which enabled some learners to gain their first experience of being in an airport and flying. These learners were able to see first-hand, the practical processes which they had learned about and were given the opportunity of using a flight simulator. As a result of such trips, learners gain new and valuable life experiences that broaden their knowledge of the world in relation to their career aspirations.

Learners contribute well to the development of their own experience at the college and are given the opportunity to share their views through participation in learner voice activities. Learners select a class representative who shares the current viewpoints of their peers through the Students Union. Curriculum areas conduct their learner voice activities, and student representatives from across all three campuses attend the college Student/Governor conferences which are held twice a year. This provides learners with the opportunity to have their voices heard at the senior level and to become stakeholders in their college.

All learners, including young people, adults, those with high needs, apprentices, and 14-16 learners, benefit from an outstanding and varied CEIAG service that includes access to fully qualified career advisors. This includes activities and workshops dedicated to the promotion of HE, individualised guidance from Progression Coaches, mock interview support, CV writing support, and access to employers via visits and guest talks. Within ED6, parents’ information evenings are carried out to provide the IAG that parents and guardians need to support their children in making the right choices based on HE offers, UCAS, and LMI.

Within the high needs provision, learners parents, and guardians benefit from family support sessions, whereby staff and external partners such as Durham Enable deliver sessions that provide valuable information on understanding autism, support strategies, and useful services to support the well being of themselves and those they care for. This results in enhanced support and understanding for parents and guardians enables greater support and advocacy, and contributes to improved developmental outcomes for learners with high needs.

As well as utilising staff expertise, managers and teachers use a range of resources to make strong links between the curriculum and career opportunities. This includes resources from North East Ambition, who provide learner friendly links to the Labour Force Survey (LFS), Employer Skills Survey (ESS), Annual Population Survey (APS), and the Annual Survey of Hours and Earnings (ASHE). Within ED6, staff also utilise My Learning, My Future, a suite of resources to engage learners by highlighting the relevance of their subjects to future careers, opportunities, and degree pathways. As a result of the CEIAG offered, learners gain a good understanding of the next steps needed to be successful, and they progress well to higher education courses, including paramedic science, midwifery, diagnostic radiography, and primary education. Within ED6 one learner gained a place at Cambridge University to study Natural Science whilst another was accepted to Oxford University to study Material Science and there was also progression to a Degree apprenticeship in Science.

Learners take pride in their work and are given opportunities to showcase this to the local community. For example, Uniformed Public Service learners represented the college during a Remembrance Day parade involving local veterans, and Creative Industries learners performed routines to guests onboard a DFDS ferry. A Peter Jones Academy learner earned the chance to work with Durham University and Durham County Council to create the logo and branding for a new county-wide initiative. Such experiences allow learners the opportunity to gain confidence, build character, and feel valued for the high level of skills that they have developed.

Learners across the college participate extremely well in a range of internal and external skills competitions that develop their aspirations and resilience. Learners achieve well in college and inter-college competitions, with some achieving success on a national stage. Young people and adult learners who study Hair, Beauty, and Barbering have remarkable success in competitions at regional and national levels. The Hair & Beauty team were winners of inter-college competitions and the Beamish Regional competition, they performed exceptionally well in the AHT Regional and National competitions, Concept Hair magazine, and were World Skills regional finalists, with 34 winners or national finalists throughout 2022/23.

Learners from the Peter Jones Enterprise department have won an array of national awards including Tycoon of the Year, Tycoon runner-up, Business Innovation Award, and Inspirational Student of the Year. Learners from the SEND and high needs provision at Derwent and Foundation won the Inclusive World Skills Employability competition, and learners from Creative Industries won the inter-college Dance competition in 2022/23. The impact of participating extensively in competitions has supported learners to refine their skills as they work towards expertise and develop resilience through performing in high pressure scenarios that replicate work and life.

  How we aim to further enhance personal development

• The college offers a good range of enrichment activities to learners and work took place in 2022/23 to increase the number of international visits for several curriculum areas as part of the Turing Scheme for 2023/24. However, managers and teachers should continue to enhance the variety of enrichment activities for young people, adults, and apprentices, and the strategies used to monitor participation across all three sites.
• Improvements have been made in the year to the pastoral provision for adult learners. However, managers and teachers should continue to place focus on maximising these developments to maintain outstanding personal development.

How we earned our Good

The leadership and management at East Durham College is very good. In 2022/23 the college community, including staff and governors collaboratively developed the college strategic plan for 2023-26. The college's mission is to enrich lives through transformative education by providing exceptional education, growing provision in region skills priority areas, and accelerating social mobility for the community it serves. Due to the high expectations of Governors and strong leadership and management, the college continued to successfully connect people to opportunities with 91.4% of learners progressing onto positive destinations in 2022/23.

Leaders are ambitious and have put the college at the forefront of developing a provision that meets local, regional, and national skills needs.  Leaders and managers are committed to ensuring all learners study in an environment that replicates the best of industry and is successful in procuring capital funding to develop new and refresh existing learning resources and real working environments across the college. For example, in childcare, learners benefit from the use of a nursery room that is equipped with a one-way mirror, so they can effectively observe play and interaction in a replicated nursery environment. This allows learners to practice and refine their skills so that they are well prepared for work placement and employment.

Staff that are new to the college and new to teaching are well supported and they transition well into the profession. New staff benefit from a robust culture of coaching and supportive quality processes, that successfully develop teaching practice and quality of education. Staff recruited through the Taking Teacher Further Initiative have reduced teaching timetables, they work closely with an allocated Professional Development Coach and benefit from attending the college CPD programme. This provides those new to teaching with the time and resources that they require to support their early career development.

Staff value and are supported to attend a range of CPD and industry updating activities that enhance their subject knowledge. For example, in Construction, managers and teachers carry out regular site visits to remain up to date with industry standards, and developments in renewable energies, insulation of buildings, and sustainability. These updates are embedded into the curriculum and learners demonstrate excellent knowledge and skill development. In Hair and Beauty, teachers are supported to complete qualifications in lash extensions, brow lamination, and advanced make up skills, so that they can confidently teach their subjects so that learners become skilled in industry trends.

In Arboriculture, staff are well supported to complete and refresh industry-related qualifications with NPTC in line with industry requirements. They attend local forestry contractor and standard setting workshops and assisted with the installation of prestigious national events such as the Royal Highland Show. Due to this, teachers and managers can ensure that the curriculum is aligned with industry needs and that most learners progress to a positive destination of employment or further study.

Leaders and managers invest in bespoke CPD for new, existing, and aspiring managers. This has included a comprehensive programme of in-house management training that has included information on recruitment and employer practices, management and information systems, health and safety, quality assurance, and HR relations, this has enhanced the skillset of existing managers and provided a succession of people with the right skill set ready to move when the opportunity arises. Leaders also take part in external coaching and development programmes such as Insights and leadership training with Landex. This provides an opportunity for leaders to model personal and professional development and has led to an increase in team effectiveness and sense of belonging. Staff feel valued and can express how they have developed their knowledge and skills to improve performance in their role.

Leaders and managers support staff well to maintain manageable workloads, and they effectively promote staff wellbeing. Managers arrange workshops for teachers to share best practices within teams, and a cross-college event was introduced in 2022/23. This allows staff to access shared resources and provides an opportunity for collaboration between departments. For example, staff from the Technical Academy and land-based provision, worked together to share resources on sustainability, resulting in reduced workload. Examples of workshops that are provided for staff include ‘how to manage finance on a budget’, ‘mental health awareness’, ‘building resilience’, and ‘stress management’. Staff value and attend these workshops well and as such, feel supported and better equipped with useful strategies that they can adopt to help to alleviate stress and promote mental health.

Leaders respond rapidly to address recruitment challenges where there is a potential risk to learner achievement. Staffing summits were arranged with curriculum leaders to explore how best to deploy teaching staff with appropriate skill sets. For example, a staff member based in Projects was relocated quickly to a teaching role within IT. Due to this, learners studying IT were not impacted, and their quality of education remained consistent. College wide staff recruitment events are held at both campuses which have led to timely appointments in learning support, management, and technical education. The impact of timely recruitment and cover resulted in a significant reduction of in-year sickness rates for teaching staff, from 4.3% to 2.2%.

Governance is highly effective. Governors bring a broad and rich set of skills, experience, and knowledge to the college. They receive a thorough induction which enables them to understand the business of the college quickly and understand the complexities of the system in which we operate. Their skill sets are matched appropriately to sub-committees which adds value to the business of the college to help it achieve its mission.

Governors know the college well; they understand our strengths and areas for improvement and use this knowledge to provide relevant and timely challenges and support to leaders around key performance areas. For example, challenges to performance in functional skills maths have led to managers reviewing the use of initial and diagnostic assessments, and bringing forward exam dates, resulting in an increase in achievement, from 55% in 21/22 to 65.7% in 22/23. Challenges to 16-18 recruitment and market share have resulted in an increase in student numbers of 20% over the past five years. As a result, the college has been better enabled to meet local needs through the impact of its curriculum offer. 

Board members carefully examine safeguarding data, and support leaders to adjust reporting methods. In 2022/23, reports were introduced to highlight the most at-risk learners and the progress they made towards achievement. Governors use this data to make better informed judgments about the effectiveness of safeguarding.

Leaders and managers, take strategic decisions that support learners to progress on to meaningful and positive destinations. For example, within the Foundation provision, leaders have successfully developed the infrastructure, curriculum, and partnerships required to reintroduce supported internships for thirteen learners in September 2023. Learners who would otherwise struggle to progress within mainstream education, have gained supported internships that match their aspired careers. One learner has secured a supported internship with The Play Place (a child soft play and restaurant), another learner secured a supported internship with Woofs n Scruffs dog grooming salon and further work has taken place with Northumbrian Water and Marriott Hotels. The action taken by leaders in 2022/23 has resulted in learners with SEND gaining realistic career opportunities and a supported entry into employment.

Governors appreciate the detailed and honest reports provided by senior managers; they corroborate this through a bi-annual Student/Governor Conference which provides them with direct learner contact. This allows Governors to better test the quality of the learner experience and the ability of the college to respond to learner feedback. As a result of this process, there has been an overhaul of the catering services across the two main sites, including the addition of a Starbucks to the Houghall Campus. Due to this learners feel valued and have access to facilities that enhance their overall experience at the college.

Leaders and managers promote the importance of parental engagement across the college. Managers worked together as part of a working group to target attendance by trialling text messaging services to parents when their children were absent from education, this resulted in a small increase in attendance and parents fed back on how they valued this communication. This initiative is continuing throughout the current academic year; however, it is too soon to fully assess the impact. In Foundation parents are contacted weekly to discuss the progress of learners, and in Derwent, a parent support group has been established in which parents/carers share experiences of caring for children with autism. This has led to parents and learners with high needs and SEND feeling safe and informed, and in turn, supported learner progress.  In Creative Industries, some parents are actively involved in running a youth theatre session and attending performances. Bespoke parents’ evenings take place across the college and parents are invited to talks about higher education, the careers team delivers information on student finance, dispelling misconceptions about student loans. As a result, parents are better informed on how they can support their children financially through their higher education, should this be their chosen progression route.

Safeguarding is effective. There is a strong culture of safeguarding across the college with comprehensive referrals and work with external organisations so that all interventions are both timely and appropriate. Leaders and managers have implemented highly effective safeguarding policies and procedures, and they provide staff with frequent training on the Prevent duty, local risks such as far-right extremism, radicalisation, how to identify signs of abuse, and how to report safeguarding concerns. As a result, staff feel confident to query and report their concerns, they can keep learners safe and teach them how to do so.

The safeguarding team has been expanded with an additional full-time safeguarding officer, resulting in more early interventions taking place. The differentiated approach to safeguarding results in learners feeling safe and knowing what to do if they do not. Sexual harassment is dealt with effectively including instances of child-on-child abuse.  The college has taken a proactive approach to sexual harassment, with it already having a high priority before being a statutory duty.  This was a key part of student safeguarding sessions and a standard item agenda at safeguarding meetings which led to the few instances being reported being dealt with immediately and effectively. 

Leaders have made decisions to invest in enhanced student support services such as increasing the number of counselling hours available as well as employing a member of staff to work on preventative strategies around mental health and wellbeing. This has decreased the waiting time for counselling appointments and ensured that there is a substantive and permanent counselling service available at all sites.

How we contribute to local and regional skills needs.

The college makes a strong contribution to meeting local and regional skills needs. Leaders and managers have an exceptional understanding of how they meet skills needs. They value collaboration, recognising that partnership working increases impact on the community and improves social mobility for learners and apprentices. Leaders develop highly effective partnerships and work proactively with key stakeholders, such as the North East Local Enterprise Partnership, key employers, charities, and community services. Leaders attend regular employer forums and across the curriculum, the college works effectively with over 300 organisations including employers, charities, and community services.  The curriculum is informed by the feedback of many external stakeholders for example, in Engineering, learners receive workshops from guest speakers on updates to mechatronics and maintenance from manufacturing employers such as Hydram, Philadelphia Structures, and Premier Tech.

In agriculture, leaders and managers inform employers of developments in industry standards. Due to their ambitious involvement in research and the nature of sole traders in the rural community, leaders advise on developments such as recommended soil chemistry and pig production to stakeholders such as Agriculture and Horticulture Development Board (AHDB). As a result, learners in agriculture progress into employment with knowledge and skills that reflect the best of industry standards.

The college led the Strategic Development Fund (SDF) for the NE region, and as a result, contributed well to the skills training needs in the healthcare and health science sectors. Leaders invested in a state-of-the-art clean lab and mock hospital ward, allowing learners of health to practice with sector-standard facilities that replicate real working environments.

Leaders and managers work extremely well to provide apprenticeships in response to the specific needs of employers. For example, through collaborating with North Tees NHS, the college provides the only nationwide Mortuary Technician Standard to train and accredit NHS staff. The impact of this means that individuals can continue to be trained for a vital health service role, of which there is a national shortage.

Leaders are highly ambitious and have successfully secured the opportunity for the college to lead the Northeast Local Skills Improvement Fund (LSIF) on behalf of all providers in the region. This places the college at the forefront of developing post-16 technical training in the region, with the intent to upskill learners through developing new training programmes; and further investing in the best of industry standard training facilities. As a result, the college is well equipped to further meet labour market needs across regional priority sectors, including health sciences, construction, digital and engineering, and advanced manufacturing.

How we aim to be Outstanding

• Leaders have made progress in developing a culture of accountability through appropriate support and challenge. To achieve a consistently high standard of quality of education for learners and apprentices, leaders should continue to implement strategies that effectively manage the performance of new and existing staff and managers, so that key initiatives and processes have the maximum impact on learner outcomes.
• All key judgements and provision types are either good or outstanding, and managers know their learners and curriculum well. However, in some instances, managers are less confident in demonstrating the key strengths and impact of the curriculum. To effectively drive improvements that lead to an outstanding quality of education, managers should continue to be supported so that they can consistently and accurately identify key strengths, and areas for improvement, and confidently articulate the impact that the curriculum has on learners.

How we earned our Outstanding

The majority of young people who attend East Durham College are within the top 3 bands of deprivation (28% higher than the national average for 16-19 learners). Due to this, the college provides transformative opportunities to the most disadvantaged learners, resulting in better employment opportunities, health outcomes, and social mobility.

Young people studying at East Durham College benefit from highly effective study programmes with clear progression pathways to employment or further study. The curriculum intent is clear across all programmes, and teachers understand how to implement it well. As a result, the vast majority of learners complete their courses with a clear plan for their next steps into employment or education, including those with SEN (intended destinations – 91.4% positive for those without SEN v 94% for those with SEN).

In 2022/23, the Engage 14-16 provision, had 71 learners between both sites. This provision directly enrolls some of the most disadvantaged learners in the county and provides an alternative to mainstream education that prevents them from becoming permanently excluded or NEET. Many of these learners battle with behavioural issues and low aspirations, and so the curriculum is designed to, and does, offer a strong range of vocational and academic lessons to re-engage learners with education. Learners in Engage benefit from a unique offer that allows them to study 5 core subjects (maths, English, Science, PSHE & PE), whilst also starting their college journey in a vocational area of their choice. Vocational areas, such as Catering, Construction, and Hair & Beauty, plan engaging lessons that provide learners with an introduction to basic industry skills and develop key transferable skills that are beneficial to their next steps. Year 10 learners in Engage take part in meaningful work experience for 2 weeks, this results in learners successfully developing the skills that they require to manage their independence and for their progression into further education and employment.

Young people studying at East Durham College benefit from highly effective study programmes with clear progression pathways to employment or further study. The curriculum intent is clear across all programmes, and teachers understand how to implement it well. As a result, the vast majority of learners complete their courses with a clear plan for their next steps into employment or education, including those with SEN (intended destinations – 91.4% positive for those without SEN v 94% for those with SEN).

In 2022/23, the Engage 14-16 provision, had 71 learners between both sites. This provision directly enrolls some of the most disadvantaged learners in the county and provides an alternative to mainstream education that prevents them from becoming permanently excluded or NEET. Many of these learners battle with behavioural issues and low aspirations, and so the curriculum is designed to, and does, offer a strong range of vocational and academic lessons to re-engage learners with education. Learners in Engage benefit from a unique offer that allows them to study 5 core subjects (maths, English, Science, PSHE & PE), whilst also starting their college journey in a vocational area of their choice. Vocational areas, such as Catering, Construction, and Hair & Beauty, plan engaging lessons that provide learners with an introduction to basic industry skills and develop key transferable skills that are beneficial to their next steps. Year 10 learners in Engage take part in meaningful work experience for 2 weeks, this results in learners successfully developing the skills that they require to manage their independence and for their progression into further education and employment.

There are exceptionally high levels of support for learners in Engage, to ensure that learners can develop aspirations amidst challenging behaviours and circumstances. Teachers effectively utilise trauma-informed practice and place a strong focus on wider skill development such as developing communication, resilience, and teamwork.  Learners make significant progress with accessing the curriculum and experience a high level of personal development which prepares them well for post-16 education and later life. Proudly, Engage has a sustained participation rate of 88%, which is above the current county rate for post-16 participation. This is significantly higher (+32%) than the average participation rate for alternative education. As a result, 100% of learners from Engage progress to positive destinations and 88% of learners remain on their post-16 courses. In addition, there were 86 learners enrolled in the Home Education provision in 2022/23. This provision is effectively designed to enhance the quality of education for learners who are home educated by their parents or guardians.  Three core subjects are offered, alongside bespoke qualifications that develop the vocational skills of learners.  Parental engagement is exceptional, and teachers adapt their teaching style well in this area to meet the individual needs of learners. Teachers make effective use of assessments that allow for meaningful target setting that supports learners to meet their target grades. All lesson resources are available online for parents/learners to access at home to develop the additional learning required, homework is also set through external packages for Maths, English, and Science so that independent learning can take place. This has enabled learners to gain up to a grade 9 in their GCSEs. Electively home educated learners maintain a high attendance (88%), retention (91%), and pass rate (97%). All home educated learners have access to high quality CEIAG advice from the college’s careers advisor and PAL for the area.  As a result, 100% of learners progressed into positive destinations such as FE, apprenticeships, and employment.

During their study programmes, learners make substantial progress, which is driven by the high expectations of teachers and managers. For example, 36% of learners achieved a grade 4 or above in English, and 29% of learners achieved a grade 4 or above in Maths; this is 17.5% higher than the FE (post-16) pass rate for maths and 3% higher for English. All young people make progress from their starting points within maths and English, and as a result, develop their literacy and numeracy skills well.

Most learners on a range of Level 3 courses, including Animal Management - Science Pathway, Forestry and Arboriculture, and Equine Management, go on to achieve high grades (A or Distinction and above). A strong proportion of learners also achieve high grades in vocational areas such as Level 3 Extended Media (83%), Applied Science (64%), Sport and Exercise Science (55%), and Enterprise and Entrepreneurship (42%). Furthermore, almost all learners (97%) studying T Levels in 2022/23 successfully achieved in their first year of study. Learners studying A Levels in Sociology, Chemistry, and Biology achieve exceptionally well, with some progressing to competitive courses at prestigious Universities. For example, learners secured places at Cambridge University to study Natural Science, Oxford University to study Material Science, Edinburgh University to study Medicine, and Newcastle University to study Dentistry.

All young learners across the college benefit from highly effective careers education information advice and guidance which is provided by well qualified staff. The impartial career guidance effectively supports learners to better understand the options available to them. Learners benefit from wide a range of industry guest speakers, visits to universities and industry related environments, virtual taster days during and one-to-one sessions to discuss career aspirations and to give guidance.  For example, in Hair and Beauty, learners attended a visit to Seaham Hall Spa where they were able to carry out specialised treatments in a real working environment.  This resulted in several learners receiving the opportunity to work voluntarily to build on their skills and one learner successfully gaining paid employment.  In Training and Leisure, learners benefit from guest speakers such as physiotherapists, nutritionists, professional footballers, and referees, and as a result, learners can make better informed decisions about the degrees that they apply for. Vocationally relevant examples that illustrate current industry roles and responsibilities are consistently embedded into lessons. For example, in Health and Social Care learners are given a range of different case studies to evaluate when completing their work in the health and social care unit, this develops their insights into professional expectations and ethical dilemmas. Guest speakers such as midwives, nurses, social workers, and drug and alcohol misuse services attend the college to give learners invaluable insights into the reality of working in the sector. This has resulted in raised aspirations, better informed decisions, and excellent progression to University and employment from the Level 3 Extended Diploma in Health and Social Care. In 2022/23, 67.8% (19 out of 28) of learners progressed to University to study degrees including paramedic science, social work, midwifery, adult nursing, paediatric nursing, and health and social care; and 29% of learners progressed to employment within the sector. As a result, young people go on to develop fulfilling careers that address key shortage areas within the National Health Service and private health sector.

Study programmes are planned and managed to allow learners to undertake highly individualised and challenging learning that builds on prior attainment and prepares them for employment. For example, learners studying Animal Management develop a broad knowledge and skills base in year one before they select either management, husbandry, or science routes in year two. This prepares them well for employment within animal services or, gives them the scientific knowledge and laboratory skills to progress to degrees in subjects including Bio Veterinary Science, Zoology with Herpetology and Environmental Science. Learners on Brick Laying programmes follow a study programme that develops additional skills that are above and beyond the qualification requirement, which results in high levels of progression into jobs where their employers value their skill set. Courses within the Hair and Beauty department have embedded additional skill-based elements to facilitate progression and employability.  For example, in Level 1 Hair, learners are challenged with skills such as cutting techniques that are necessary for Level 2, this successfully develops the competency of learners and ensures that they are ready for industry placement. Learners studying in Creative Industries work collaboratively across the breadth of specialist pathways to create, promote, and perform several live performances including, performing on the P&O Ferry to Holland, and at a rock festival in the Netherlands, in addition to various performances within the Lubetkin theatre.  Learners studying care complete additional qualifications including the Care Certificate, online safeguarding, and food hygiene, before commencing their T-Level industry placement.  They also complete a college-based industry placement passport, which successfully logs their skills development in preparation for industry.   Both ensure that learners develop the skills and knowledge required to have a successful transition into their industry placement, raising confidence, self-esteem, and the knowledge to be successful both in industry and their ESP assessments.  In Catering, learners rapidly develop the skills that they need for industry, with 5 out 6 learners progressing into employment as a direct impact of the 6-week skills accelerator traineeship programme.

Leaders and managers ensure that work-related learning opportunities are rich and varied, and add value to the study programme.  Learners in Health & Social Care and Childcare complete up to 750 hours (2 days) of industry placement per week, where they apply their learning from college to real-life work. Learners studying Veterinary Nursing complete 1800 hours of industry placement and benefit from coaching whilst in placement from a qualified veterinary nurse (clinical coach), in addition to placement and progress reviews with college staff. Learners in Land and Wildlife carry out real conservation projects under the direction of employers at regional nature reserves and environmentally important locations to improve biodiversity and enhance the natural environment. Learners studying Level 3 performing arts go above and beyond the requirements for their work experience (120 hours per year), with some completing in excess of 500 hours.  Learners are commissioned to work on community arts-based projects including, the East Durham Trust mural launch and the production of broadcasted Christmas shows for Hartlepool radio. These opportunities have given learners exposure to professional standards which have in turn increased their confidence and resilience, and led to the entry of World Skills UK competitions for the first time in this area. This has resulted in raised aspirations, increased retention, and 100% positive destinations for learners studying the Level 3 Extended Diploma in Performing Arts.

Teachers are passionate about developing the lives and prospects of young people and implement effective teaching strategies that build learner's knowledge over time and prepare them well for assessments and exams. Teachers in health and care make effective use of retrieval activities and quizzes to review and recap learning, as a result, learners can recall what they have learned and often achieve high grades. Teachers in animal care, health, and A-Levels skilfully question learners and make exceptional use of initial assessment to inform their teaching, as a result, learners are stretched well from their starting points within lessons. The vast majority of teachers use feedback well. However, some young learners in the Animal, Health, and A-Level provision do not receive frequent feedback that supports them to understand the progress they have made towards their short- and long-term targets. As a result, some learners are not aware of the actions they need to take, to develop the confidence they need to remain in study or to achieve the results that they are capable of. Teachers in engineering deliver engaging practical sessions that involve effective use of demonstrations and questioning to develop and check learners’ understanding. Teachers in performing engineering operations (PEO) make effective use of formative assessment, which enables learners to make good progress within lessons and towards their qualifications. Learners are set challenging targets at the start of every lesson and individual progress is tracked and displayed within the workshop. This enables learners to evaluate the knowledge and skills they have demonstrated, whilst the teacher can check understanding and inform teaching for individuals. As a result, many learners from the Technical Academy go on to secure employment or a place on their next level of study. Some learners successfully progress to apprenticeships with key manufacturing employers such as Hydram, where they further build their knowledge, skills, and behaviours alongside gaining entry into the manufacturing sector.

Young people studying across all three campuses benefit from high quality realistic working environments, which accelerate the development of industry skills that are valued by employers. The college hairdressing salon is part of the Lee Stafford Academy, where teachers are trained and upskilled in the most cutting-edge industry innovations. As a result, learners develop colouring, cutting, and current styling skills in line with industry trends. Learners also benefit from Lee Stafford Masterclasses that refine their skills and promote high aspirations, due to this a large cohort of learners achieve success in regional and national competitions, with one learner achieving first place in the AHT (Association of Hairdressers and Therapists) ‘ladies evening’ competition.  At Houghall, learners benefit from bespoke facilities within the Animal Care Unit, Equine Yard, working livestock, and arable farm; all of which allow for the development of industry standard skills that prepare learners for employment within the land-based and animal service sectors.

Workshops at the Technical Academy replicate working environments that allow learners at all levels to develop the key practical skills, fundamental knowledge, and correct working practices that are expected from employees.  For example, in motor vehicle, learners practice with industry facilities that range from a traditional garage environment to state of the art electric and hybrid resources. Learners studying engineering utilise resources from traditional lathes and hand-fitting equipment to robotics and mechatronic technology.  Learners studying plumbing and electrical benefit from facilities that allow them to explore trades such as bathroom fitting, and technologies such as photovoltaics and hydrogen energy.  Having access to these industry-standard facilities allows learners to develop their self-confidence within education and employment, and as a result, they successfully develop the knowledge, skills, and behaviours needed to progress onto their next level of study or employment within the engineering, building services, and motor vehicle sectors. 

Personal development for young people is outstanding. Most learners appreciate the enrichment opportunities that are available to develop their knowledge, skills, and behaviours outside of their qualification. Learners across the college can join a range of sporting development academies including football, which consists of 3 men's teams and 1 women's team; rugby and basketball which both have 1 men's team each along with Dance and Cricket. All academy learners also have free access to a Physiotherapy service that supports their physical well being and performance.  Enrichment opportunities are available to all learners across the 2 college sites, in the form of Clubs and Societies.  Examples of such learner lead clubs and societies are the Games club, where around 30 learners attend; the LGBTQ+ society, where around 8 learners attend; the Dungeons and Dragons club with around 15 attendees; and the Science Intervention club, where approximately 6 learners attend.  Furthermore, there are additional weekly open sports hall opportunities, where learners can, and do, take part in a range of activity sessions. Learners on A-Level programmes undertake an enhanced tutorial programme (Strive) which enhances and develops the knowledge, skills, and behaviours of those who intend to submit UCAS applications to competitive Universities.

All 16-18 study programmes are reinforced by a strong tutorial programme that further individualises study programmes based on intended destinations. All 16-18 learners develop outstanding citizenship skills through participation in community action projects, where they further develop skills, such as planning and organising, teamwork, and reflection. This too contributes to young people developing exceptionally strong employability skills, as well as gaining experience as an active citizen by which they improve community cohesion.

Young people attend college extremely well, achieving an overall attendance rate of 90%. This has enabled learners to maximise their time both in college and at their work placements, to develop a range of outstanding knowledge skills and behaviours. Learners conduct themselves very well both in class and around college. They are courteous and punctual, and they successfully develop good levels of confidence and personal, social, and academic skills. As a result, learners are able to become informed, engaged, and responsible members of their community and broader society.

An increase in learners with mental health concerns, along with learners leaving education to entering employment, has contributed to lower retention and achievement rates in a minority of areas, including Construction, Catering, Travel, Training and Leisure, Employability, and Floristry. 74 out of 96 A-Level learners in year 12 were retained and most learners that went on to study in year 13 (58 out of 72) were retained and achieved well with excellent pass rates.

The college provides exceptional pastoral support that has been increased to meet the needs of learners who struggle with mental health difficulties. For example, a new structure was introduced to the counselling service for 2022/23 with the creation of a Team Leader role. The college now employs four staff as part of the Counselling Team and as an addition to the contracted counselling team. The Counselling Team continues to provide therapeutic sessions for learners on-site, at all campuses, whilst the college Psychological Wellbeing Practitioner focuses on more targeted preventative work, including promoting mental health services to at-risk groups within vocational areas and land-based education.

The college works in partnership with NHS service Piece of Mind and continues to receive training, guidance, and on-site counselling from this service. This partnership allows the college to have closer links to children’s clinical services and mental health professionals onsite. Piece of Mind has also delivered workshops to the Progression Coaches covering anxiety and self-harm. In September 2022, a new full-time Safeguarding Officer role was created within the Safeguarding Team. This was to enhance capacity following large rises in safeguarding concerns/referrals. The Safeguarding Officer takes the lead on dealing with safeguarding and mental health concerns at the onset, working with at-risk learners and families as well as liaising with an array of external services. The college operates a Mental Health & Wellbeing Group and is signed up to the AoC Mental Health Charter, this group discusses mental health within the college and puts in place strategic plans to act both proactively and reactively to concerns. Student mental health ambassadors are in place across all campuses and targeted staff across all sites have attended mental health first aid training.

The college has shown a commitment to creating a ‘sense of belonging’ for learners and to educate staff on trauma informed practice. This has been done in an effort to improve and better understand mental health among learners. CPD sessions have been running throughout the academic year which have been mandatory for all managers and teaching staff. An early induction for new learners in July and an extended induction in September were created with ‘creating a sense of belonging’ as a key theme of both inductions. As a result of the increased focus on mental health, learners who remain on their course receive early intervention that supports their wellbeing and equips them with essential coping skills for future challenges in life.

How we aim to enhance education programmes for young people

• The vast majority of teachers use feedback and assessment well. However, some young learners in a minority of areas do not receive frequent feedback that supports them to understand the progress they have made towards their short and long term targets. As a result, some learners are not aware of the actions they need to take to achieve the results that they are capable of. To support retention and the achievement of high grades, teachers and managers must ensure that young learners receive frequent developmental feedback that challenges them further from their starting points and highlights what they must do to progress against their individual targets.
• Learners in vocational areas such as Hair and Beauty, Catering, and Creative, benefit from using facilities that replicate working environments. However, to maximise learners’ skill development and preparation for employment, managers and teachers should enhance learners’ involvement in the commercial use of these facilities, so that they better reflect realistic industry expectations.
• In the electrical provision at the Technical Academy, a minority of teachers do not consistently implement strategies that effectively scaffold learning or provide an appropriate level of feedback and challenge. As a result, a small number of learners do not make the progress that they are capable of within their lessons. Teachers and managers should continue to develop and ensure the effective use of teaching strategies within this area.

In 2022/23, 3,179 college leavers were classified as adults at the start of their programme, which represents over half (61%) of all leavers. 10% of these learners studied at Entry Level, 25% of learners studied at Level 1, 52% at Level 2 (of which 486 were Distance Learning), and 13% at Level 3 (of which 21 were Distance Learning). 

How we achieved our Outstanding

Adult learning programmes at East Durham College are outstanding. There is a wide range of programmes, designed specifically to meet the needs of adults in the local and regional community, including part-time vocational provision, employability programmes, distance learning programmes, and Access to Higher Education courses.

There has been an increase in the breadth of adult provision in 22/23 in response to learner and employer needs. This has resulted in a range of additional courses in languages, creative crafts, hospitality and tourism, and construction-based courses.  This offer will continue to the upskilling of adults to address local and regional skills shortages.

 A high number of learners who are recruited onto programmes are from disadvantaged backgrounds and sometimes are those furthest from the jobs market and least likely to participate in education. The provision was expanded in 2022/23 to include ESOL and community learning, this was based on local needs and in response to feedback from key stakeholders, such as local authorities, community support groups, and employers. As a result, adults who are new to the community or do not speak English as their first language, develop literacy skills that significantly enhance their communication, social, and employability skills within the local area.

Most adult learners (86.4%) achieve extremely well, with most courses achieving above 85%. Several courses including Level 2 Barista Skills, Customer Services, Creative Crafts, Barbering, Nails, and Equine had an exceptional achievement rate of 100%. Distance Learning (DL) programmes have an excellent pass rate of 99.7%, which is a 3% increase from 21/22.  Furthermore, retention in DL is continuing to improve and currently stands at 96.3%. Due to this, many members of the adult community who access the curriculum offer increase their social mobility, resilience, and wellbeing, and in several instances break generational cycles of disadvantage.

Distance learning courses are carefully chosen to offer a range of qualifications from understanding mental health and challenging behaviours to customer service, business administration, and climate change.  These courses provide personal and professional upskilling for employees and those looking to enter employment. Adult learners with these qualifications benefit from high quality online resources, and they receive effective and well-valued assessment and feedback that supports them to progress with their independent learning and achieve well. As a result, the large majority successfully improve their knowledge, confidence, and prospects for employment or promotion.

Adult learners display exceptional learning and professional behaviours during their time at the college and they attend extremely well. Attendance and punctuality have significantly increased to be consistently above 90% in 2022/2023. The retention rate for Access to HE diplomas has also seen a significant increase since previous years and is consistently high across the science, humanities, and nursing and midwifery diplomas (100%, 90%, and 94%, respectively). As a result, learners experience less missed learning and more learners remain on their courses, making progress towards their next steps.

Learners studying Access to HE benefit from assessment decisions that are reliable, valid, and consistent. The feedback from external moderation sampling reports and the Final Awards Board is positive and highlights the high expectations of teaching staff. EQA feedback states that “IQA processes are clear and concise’’ and “Internal moderation documentation is completed well, with a good standard of feedback on each section.” As a result, learners are well-enabled to achieve their full potential.

Adult learners benefit from the effective use of teaching strategies that promote independent learning and critical thinking, as well as the effective use of assessment that identifies gaps in learning and feedback that facilities the improvement of learner work.   External feedback use of assessment and feedback processes states that “Effective feedback provided to students, the tutors have given a feed-forward to every student, they have given advice and guidance and highlighted good work produced by the student’’. As a result of developmental feedback, learners who study Access to HE achieve exceptionally well, with some subject areas achieving significantly higher than the national average. For example, achievement for the science diploma was 94.7% (against, 55%), humanities diploma achievement was 75% (against 55%), and for the nursing and midwifery diploma, achievement was 75% (39%).  Learners are also challenged to achieve higher grades, for Nursing and Midwifery the ABB+ profile was 36%, and for Science, it was 33%. This results in many learners progressing to higher education and positive destinations related to their aspirations. 100% of learners studying the science diplomas had positive destinations (16 progressed into HE and 2 into employment). Degree pathways included paramedic sciences, pharmacy, dental hygiene and therapy, marine biology, chemical engineering, biology, biopharmaceutical science, clinical optometry, diagnostic radiography, and biomedical science. 100% of learners studying the humanities diploma progressed to HE. Degree pathways include physical education with QTS, social work, forensic psychology, criminology and law, childhood studies, sport journalism, primary education, and law. 100% of learners studying the nursing and midwifery diploma had positive progression (26 into HE, 4 into employment, and 4 into further education). Degree pathways included midwifery, nursing (including ODP, paediatric, mental health, learning disability, and adult), social work, and psychology.  

Teaching, learning, and assessment challenges, adult learners who make substantial progress towards their vocational learning aims and career goals.  For example, in Counselling 87.5% of learners who passed, progressed from the September 22 cohort of Level 2 to the January 23 intake of Level 3.  100% of learners who achieved Level 2 supporting teaching and learning, have returned to Level 3 in 2023/24.  This demonstrates a clear pathway for learners who wish to progress and highlights the effectiveness of teaching and learning strategies that are implemented to prepare and challenge learners to successfully transition onto Level 3 courses. Learners studying Music Technology also benefit from effective teaching strategies and receive detailed, supportive, and accurate feedback on their assessments.  As a result, 86% achieved their qualification with the other 14% achieving a partial qualification.

Many adult learners who study Maths and English achieve extremely well.  The percentage of learners achieving high grades in GCSE maths has increased significantly to 75% from 55%, with GCSE English maintaining 50% of learners achieving high grades. The cohort size for GCSE Maths and English has seen a decrease due to the increase in level two Functional Skills enrolments, which are now accepted by universities and employers.  There has been an increase (+15%) in Functional Skills pass rates for Level 2 Maths since 2022/23, which is above the national average by 14.8%. As a result, many adult learners develop the literacy and numeracy skills that they require for entry to their next level of qualification or improve their application of skills to their employment.  

Teachers and managers develop strong relationships with external partners such as Job Centre Plus and local employers to provide tailored programmes which move unemployed adults closer to education or employment, or to upskill the current workforce of employers. For example, the college designed and delivered a bespoke pre-employment course for the employees of Bishop’s Beds, which facilitated the retention and performance of staff.  Bespoke mentoring programmes have also been implemented by a range of local employers to support the retention and performance of their respective staff.  These activities are complemented by strong relationships with a wider range of stakeholders such as the NHS, Baxi, and several veterinary practices, that result in the provision of training for those already in employment. The impact of this contributes to the development of a highly skilled local workforce, and in turn, these employers deliver guest speaker sessions to keep learners informed with current industry insights and expectations. 

Adult learners benefit from highly effective careers education information, advice, and guidance, with staff supporting the identification of suitable programmes of progression that enable learners to reach their intended destinations. Adult learners that are integrated into study programmes access the same breadth of curriculum as their 16-18 peers; and are equally supported with their progression routes. For example, in hairdressing and care and early years, learners who intend to progress to university are actively encouraged to attend Tutorials, Maths and English to prepare them for their next steps.  Learners studying Access to HE benefit from initial comprehensive career guidance and several well planned CEIAG evenings. All of which ensures the positive progression of most learners. However, for a minority of learners on some short part-time programmes, the breadth and frequency of CEIAG, and the opportunity to access additional activities could be enhanced to ensure that learners are aware of the services which are available to them.

 At Houghall, learners have access to a range of free 10-week adult courses in a range of land-based subjects that address skills shortages, including agriculture, equine, horticulture, trees & woodland, and dog grooming. Adults that study full-time programmes in Land-Based subjects benefit from extensive industry placements that deepen their knowledge, skills, and behaviours in a working environment, whilst allowing them to contribute to the development of industry knowledge and initiatives. For example, one learner secured a voluntary role within The Mammal Society undertaking harvest mouse surveying, this contributed significantly to the body of knowledge about this endangered species. As a result, the practice of local land-based employers (that are often small or one-person businesses) is often informed by the education outcomes that learners achieve.

Learners progress exceptionally well into employment within the land-based sector as a direct result of their education. For example, learners who complete the Level 3 Diploma go on to work as tree surgeons in local authorities. Adult learners are able to study and develop their knowledge and interests whilst maintaining a working life. For example, learners who study plant and tree identification, progress to Level 3 Arboriculture whilst maintaining part-time work employment that ranges from tree surgeons to lecturers. As a result, many adults can transition to employment within the sector whilst maintaining a secure income.

Adult learners that study hair and beauty demonstrate excellent behaviours and attitudes toward learning and are motivated to achieve above and beyond the requirements of their qualifications. For example, some adults on mainstream programmes attend a RARPA as an additional qualification to enhance their CVs, these include RARPAs in Level 2 Nails, Tanning, Gents Short Back and Sides, Fading Skills, and Lashes. All adults complete the NCFE Award in employability skills which is part of the adult ILP, alongside the E3 award in personal and social development. Both of these provide learners with the advantage of further developing their industry and wider skillset, preparing them well for the workplace. Adults are also encouraged to and do, complete work experience to gain valuable industrial experience and employability skills that are over and above the requirements of their qualification.

Adult learners in hair, beauty, and barbering have consistently high levels of success in regional and national competitions. The majority also attend non-compulsory sessions through the enhanced skills programme, where they further develop knowledge skills, and behaviours from the theory and practical elements of their course.  At all course levels in hair and beauty, adult learners complete additional elements that develop skills that are required for their next level of education. For example, learners studying Level 2 hair will practice root tap, root stretch, and balayage, which are not required until Level 3. Learners studying Level 3 beauty will practice the use of photo light therapy, manual tanning, and gel nails, which are all skills beyond the requirements of their qualification. Due to this, learners continue to develop very high aspirations, resilience, and industry skills that result in every learner progressing to a positive destination within a highly competitive sector.

 How we aim to further enhance our adult learning programmes

• Adult learners in vocational areas benefit from using facilities that replicate working environments. However, focus should be placed on the involvement of learners in the commercial use of these facilities, to enhance their skill development even further. Managers and teachers in Care should ensure that facilities are used more effectively, to replicate realistic sector expectations for learners studying to support teaching and learning (STL).
• To further enhance the personal development opportunities for adult learners on short part-time courses, managers and teachers should continue to implement strategies that increase the breadth and frequency of CEIAG, and raise the awareness of additional activities and services that are available to learners during their time of study.

In 2022/2023 the college had 431 apprentices on roll with 180 leavers in the year.  Of those who were leavers in 2022/23, 66% were on Level 2 programs and 32% were on Level 3, 2% of leavers were at Level 4 or above. In terms of age, 49% were 16-18, a 9% decline from last year.  29% were 19-23 and 22% were 24+.  The areas with the largest number of starts are Arboriculture, Horticulture, Construction, and Engineering Manufacturing, with new successful starts in Land Based Engineering. The range of apprenticeships offered is designed to meet local skills needs and future skills needs as defined by the Northeast LEP and partners. The majority of apprenticeship training is through face-to-face and one-to-one delivery and where appropriate online, but this is for a minority of sessions.

How we achieved our Good

Managers plan a curriculum in response to local employer demands and offer apprenticeships in most priority sector areas including health, engineering, science, and construction.  Trainer coaches develop a curriculum that allows apprentices to build on and develop their industry knowledge, skills, and behaviours over time, relative to their individual starting points. The college offers a comprehensive face-to-face induction, which introduces them to college expectations and develops their understanding of safeguarding, Prevent, and British values.  Apprentices know who their main contacts are and are familiar with the additional services available to them, this improves the sense of belonging within apprentices.  Trainer coaches continue to develop apprentice's wider skills throughout their apprenticeship, for example, they embed current issues to debate, reinforce, and challenge values around EDI, British Values, and Prevent.

Apprentices, employers, and trainer coaches collaborate well in the initial assessment process, to support the development of training plans that effectively sequence off-the-job with on-the-job training, and account for the individual needs of the apprentice. For example, in early years, where skills scan evidence well established knowledge skills and behaviours, trainer coaches work to reduce the time on-program by adapting delivery and increasing evidence gathering. As a result, these apprentices benefit from well-structured training that allows them to make timely progress from their starting points.

The curriculum is effectively delivered by industry professionals who have worked in their sector for many years. This results in learners benefiting from an up-to-date, knowledge-rich curriculum. Employers report that apprentices possess great initiative and strong skills, making them an asset to the business and allowing them to take on tasks beyond the standard. As a result, apprentices develop greater prospects for progression within their trade.  Examples of employer feedback are as follows.

Managers respond quickly to local and regional skills needs identified by the local enterprise partnership as well as liaising with employers on a local and national level to identify areas of skills gaps.  This has resulted in the introduction of several new programmes in the Health Science sector, such as Science Manufacturing, Health Care Science, and Mortuary Technician.  There has been continued growth, with the introduction of Land-Based Engineering.

 The facilities in which apprentices train are high quality and reflect industry standards, with dedicated workshops for areas such as land-based engineering, construction, and arboriculture, and an aseptic clean lab for science manufacturing apprenticeships.

The majority of apprentices state that they feel supported throughout their apprenticeship and receive well organised and structured training. All apprentices develop new skills and behaviours that employers value and which will help them to be successful in work and life and are taught by industry experts with expert knowledge of their subjects. Apprentices’ behaviour replicates the level of professionalism expected in the industry, which helps learners to establish positive work skills. Employers value their relationship with the college, and we receive frequent repeat business because of this. 

Link to employer and apprentice feedback.

Apprentices are well motivated and gain additional qualifications that are offered in arboriculture and horticulture, to ensure that apprentices are day one work ready, including traffic management, first aid, forestry, using a chainsaw from a rope, harness, and woodchipper, safe use and application of pesticides. As a result, apprentices become an asset to the business from much earlier in their apprenticeship program which gives them greater and broader range of transferable skills that can be used across the spectrum of horticulture and land-based careers and a greater range of employment opportunities within the industry.

The majority of apprentices (64.4%) achieve their programme well with an achievement rate that is 13% above the national average and the third highest in the region.                                       

Apprentices participate well in visits to other employer premises, which exposes them to a range of working environments. For example, apprentices who study Sports Turf in a cricket ground, visit Premiership Football Clubs, which broadens their knowledge of maintenance requirements of sports pitches. Apprentices who study engineering visit other industry leading businesses such as Nissan to look at other working environments and see the types of career options open to them which gets them thinking about their career paths and the many facets of engineering manufacturing.

Apprentices in land-based engineering benefit from effective CEIAG. For example, ‘We are land-based engineering’ delivered a session on careers in the sector and supported open evenings, which resulted in raised aspirations.

The college offers well attended mentor training, which is offered to all employers to support them and the apprentice in the workplace. The aim of this is to improve retention in light of the L&W survey, which identified poor support in the workplace as being the main reason for apprenticeship withdrawals.

Trainer Coaches are suitably qualified and have a broad range of industry experience and good technical skills, use their expertise and industry experience to support apprentices in understanding the link between theory and practical work.  For example, engineering apprentices study the principles of underpinning engineering skills early on in their program and then use this to carry out safe engineering tasks within the workplace, such as understanding the typical problems that may arise within their normal workplace activities.  

Apprentices benefit from effective teaching, learning, and assessment strategies that support them to build their knowledge skills, and behaviours over time. Trainers coaches make effective use of demonstrations and questioning to check learning and facilitate progress within sessions, this enables apprentices to progress with their off the job training. Leaders have constructed an ambitious curriculum relevant to the NELEP regional priority sectors such as engineering manufacturing, health, social care, and science as well as more local priorities such as arboriculture, forestry, and education and training, working with employer partners to meet local, national and regional industry needs which effectively supports apprentices to achieve the skills and knowledge they need to succeed in life and their career. The apprenticeship curriculum is planned and sequenced effectively with employers to meet apprentices’ requirements and is mainly delivered through a day release model. This is sequenced to build on new KSB development over the apprenticeship program and develop the new skills, knowledge, and behaviours that they need for future learning and employment and to prepare them for the next steps in life. Teaching staff are appropriately qualified and have a broad range of industry experience and expert technical skills, use their expertise and industry knowledge to present information and demonstrate skills to support apprentices in understanding the link between theory and practical work.  For example, engineering apprentices study the principles of underpinning engineering skills early on in their program and then use this to carry out safe engineering tasks within the workplace, such as understanding the typical problems that may arise within their normal work activities.

As a result, progression into employment is high with 90% of apprentices being retained by their employer upon successful completion of their apprenticeship. 97% of apprentices who are retained and complete, achieve their programme, and attendance rates at college are all above 90%. 

How we aim to be Outstanding

• In a minority of cases the feedback that apprentices receive does not fully support them to achieve the level that they are capable of.  Leaders must ensure that trainer coaches in Horticulture and Electrical develop the quality of their feedback so that apprentices are appropriately challenged to achieve high grades.
• Most trainer coaches deliver off the job training well. However, leaders and managers must ensure trainer coaches in Horticulture, and Electrical Installation do so to a consistently high standard that ensures the best quality of education

The college has the largest number of high needs learners of any post-16 provider in County Durham, in 2022/23 there were 131 commissioned High Needs places and 274 learners with an educational health and care plan (EHCP). Most High Needs learners study within discreet groups in Foundation Learning (based at Houghall and Willerby Grove) and within the discreet autism spectrum condition provision, ‘Derwent’ (based at Houghall).

How we achieved our Good

Leaders and managers have designed the Foundation and Derwent curriculum to prepare and support the transition for High Needs learners into adulthood, progression, and meeting their Preparing for Adulthood (PFA) outcomes of Employment, Independent Living, Community Inclusion, and Health. The curriculum within Derwent and Foundation involves planning for the future and gaining the skills and knowledge required for independence. The courses and units are carefully considered to support individualised progression, supporting personal development, and academic outcomes. Topics include budgeting, improving communication, managing self and others, friendships, and relationships, and maintaining an active lifestyle. Regular baseline assessments are carried out and learners have the opportunity to try a variety of vocational areas which inform individual learner progression pathways. Due to this, learners gain independence, and high numbers of High Needs learners return to continue to work towards their EHCP and PFA outcomes.

Learners with high needs receive good information, advice, and guidance, through a range of events, when deciding which course best meets their needs and future goals. Learners access the Careers Team and there are also dedicated progression coaches in all curriculum areas including Foundation and Derwent, who provide advice which ensures learners are able to build upon their prior attainment in an individualised manner. As a result, most learners within Foundation and Derwent go on to achieve positive destinations,

First year learners studying within the Derwent department are supported well and are effectively transitioned into college life. All first-year learners complete a bespoke non-accredited programme that incorporates regular baseline assessments to inform the following year's teaching. The baseline assessments include community inclusion, health, independent living, food preparation, IT, money management, personal hygiene, social communication, staying safe, employability, and work experience. Removing accredited learning from year one removes much of the pressure of accredited learning for learners new to the provision and allows staff to work on learners’ personal, social, and emotional challenges. As a result, progression in the second year of study is high and learners are better prepared to begin their accredited learning.

Learners within Derwent and Foundation benefit from a curriculum which intends to improve the life, social, independence, and work skills for learners and to enable them to progress and achieve their individual goals and individual progression. The curriculum is carefully chosen/developed to advance knowledge, skills, and competencies in vocational areas specific to individual learner interests and ambitions. The curriculum also allows learners to engage in broader skills and learning which relate directly to PFA outcomes and to provide a genuine and achievable progression pathway to learners with SEND and a range of SEND/SEMH challenges. Consequently, high needs learners, whose disabilities can be a barrier to their progression, achieve very well.

Leaders and managers have devised a curriculum pathway to successfully meet the social developmental and academic needs of learners and a curriculum model that emphasises revisiting, repeating, and reviewing previous learning to aid memory retention. Changes made for 2022/23 meant that Foundation qualifications were delivered as certificates instead of diplomas to allow learners more time to revisit topics and work on personal social development, communication skills, and relationship skills. Qualifications delivered in Derwent are split into awards and certificates as the accredited learning is reduced so learners can focus on their social, and emotional needs which are restricting their life chances and progression. This results in learners achieving PFA outcomes, EHCP outcomes, and greater levels of independence alongside their accredited qualification whilst also being able to broaden and deepen their knowledge and understanding of topics.

Leaders and managers have created an ambitious curriculum pathway that prepares learners for progression into paid work or Supported Internships. In 2022/23 a new Occupational Studies programme was introduced within Foundation Studies. This programme develops the concepts of general employability, workplace expectations, and specific occupations as well as extended work placements. As a result, learners studying Occupational Studies and coming to the end of their journey in Foundation are better prepared for progression out of college or into mainstream education. This has resulted in positive progression for learners on the Occupational Pathway including 13 who have secured a Supported Internship.

Leaders and managers worked hard during 2022/23 to reintroduce Supported Internships starting in September 2023; investing in a Supported Internship Co-ordinator to ensure increased quality, to spend time liaising with employers, to liaise with parents and to support a more in-depth learner transition. As a result, 13 learners have been accepted onto an array of Supported Internships starting in September 2023. One learner, whose career aim was to work with young children but who would struggle to gain the required childcare qualifications has gained an internship working at The Play Place (a child soft play and restaurant).

Another learner who had the grades for Animal Care but struggled to engage in mainstream education due to her SEMH needs has gained an Internship at Woofs n Scruffs dog grooming salon. The work carried out on during 2022/23 has resulted in learners with SEND gaining realistic career opportunities and a supported entry into employment.

During 2022/23 the Inclusive Learning department created a productive partnership with Northumbria Water whom the college was matched with through the North East LEP’s Enterprise Advisor Network. Following this partnership, Northumbrian Water has facilitated a number of meaningful encounters with learners including site visits and their media department setting professional briefs for Foundation learners on Level 1 Interactive Media. Northumbria Water has also taken on 3 Supported Interns following the establishment of this partnership. The learners who have gained Internships wanted to work in customer service, IT, and countryside management yet all three struggled to engage in mainstream education due to their disabilities and learning needs. Northumbria Water has taken the three learners on as an HR Customer Service Advisor, an Information Services Officer, and a Ranger. This has opened a realistic opportunity for those learners to gain future employment in their chosen fields.

Throughout 2022/23, tailored CPD was delivered to all departments by the Curriculum Manager of Inclusive Learning. This was carried out to inform mainstream teaching practice and to facilitate the effective use of EHCPs. This was followed up with lesson visits and additional support for teaching staff. EHCPs are shared with all curriculum staff and lecturers are provided with a ‘crib sheet’ which highlights individual teaching strategies, ideas for engaging, and relevant information from EHCPs. As a result, the majority of learners with high needs that study in mainstream education receive individualised teaching that meets their needs, and they achieve well.

Learners within Foundation and Derwent benefit from teaching strategies and resources that are appropriate for their SEN. This includes varied instruction and the use of dual coding to support cognitive load and memory retention. In 2022/23 a consistent approach to lesson structures within Derwent and Foundation was introduced. Learners benefit from a visual breakdown of the lesson through the use of a timeline, visual targets, and scheduled times to review work. This has allowed learners to become comfortable with their learning routine as they know what to expect, and creates a calm and supportive learning environment.

Teachers in Derwent actively remove barriers and provide the opportunity for learners with profound SEN to access and engage well with the curriculum. For example, non-verbal learners or those with impaired communication skills are encouraged to communicate using PECs (Picture Exchange Communication) whereby they effectively use cards with pictures, symbols, words, or photographs, to answer, ask questions, and communicate their needs. This contributes well to the engagement levels and increased independence of learners with profound needs.

Teachers and managers liaise with and utilise support from several external agencies to ensure the best support for learners with high needs. For example, teachers work closely with members of the Speech and Language Therapy (SALT) team, inviting them into college to observe learning in practice and working in conjunction to develop individual strategies within teaching. This allows staff to implement recommended strategies within the classroom to support the progression of learners.

Personal development within the Foundation and Derwent offer improves social integration and independence which enables learners to achieve their individual goals. The PSHE/pastoral support that is provided for learners, is carefully selected and developed based on the PFA Agenda, for example, developing independence and communication. This complements the curriculum which is designed to advance learners’ knowledge, skills, and competencies in vocational areas that are specific to individual learner interests and ambitions. This is implemented effectively to engage learners in broader skills and learning which relate directly to their PFA outcomes and to provide a genuine and achievable progression pathway. This has resulted in the highest-ever number of learners progressing out of Foundation and Derwent into mainstream education, employment, or Supported Internships.

Changes made to the curriculum during 2022/23 have made a positive impact on the progression from Foundation/Derwent into mainstream education. For example, there has been an increase in mainstream taster sessions for Level 1 learners throughout the year. This has allowed learners to have a more comprehensive range of practical and theory taster sessions to inform their transition. As a result, learners with high needs that progress into the mainstream are very well prepared for their next steps, with 21 learners in 2022/23 securing places on their first-choice courses including Animal Care, Equine, Art, and IT.

Learners have been provided with fantastic opportunities to share their views on inclusion with a major North East Employer. During 2022/23, a group of Derwent learners attended an event at Northumbria Water aimed at improving the company’s recruitment of neurodiverse applicants. Learners scrutinised the application process, made suggested amendments to application forms, and discussed the sensory elements of interviews which had potentially distracted or caused distress to neurodivergent candidates. Following this, Northumbria Water has adapted its recruitment process using the suggestions put forward by the group of Derwent learners. As a result, learners have supported the prospects of the wider community and developed genuine inclusivity within one of the largest employers in the North East.

How we aim to be Outstanding

• In a small minority of areas Learning Support Workers are not used effectively to facilitate learning and behaviour. Managers and teachers should continue to develop strategies that ensure the consistent and effective use of Learning Support Workers as an outstanding teaching resource.  
• Learning walks in 2022/23 identified that a greater focus is required to stretch and challenge learners within Derwent and Foundation. To further support achievement and aspirations, teachers should continue to develop and implement strategies that allow learners to develop a deeper understanding of the topics that they study.