East Durham College Self-Assessment Report 2023/24

Introduction

East Durham College is a general further education college with three campuses in County Durham: the Willerby Grove 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 provides education programmes for young people, including provision for learners aged 14 to 16, adult learning programmes, apprenticeships and higher education provision. The Houghall Campus provides specialised land-based education with custom facilities and resources. It also caters to learners with high needs and SEN, making it the largest provision in County Durham for learners with autism. Additionally, the campus offers the Engage 14-16 provision. 

The Technical Academy, situated in Peterlee’s South West Industrial estate, delivers a range of engineering and construction-related vocational pathways, along with higher education options in engineering.

This report reflects on the effectiveness of East Durham College, in fulfilling our mission, vision, values as well as meeting the needs of the local and broader community. For the 2023/24 academic year East Durham College has been self-assessed as follows:

Overall Effectiveness - Good

The quality of education at East Durham College is Good. All aspects of provision offered at the college are rated as either good or outstanding. College leaders are aware of the small minority of areas requiring improvement, and significant progress is being made in these areas towards achieving a good rating. Furthermore, all critical assessments of the college are deemed either good or outstanding. The safeguarding measures in place at the college are robust and effective.

The Quality of Education - Good 

Behaviour and Attitudes - Outstanding 

Personal Development - Outstanding 

Leadership and Management - Good

Education Programmes for Young People - Good 

Adult Learning Programmes - Good                    

Apprenticeships - Outstanding 

Provision for Learners with High Needs - Good 

Skills - Strong 

Leaders and managers have a clear focus on the actions required to improve the learner experience and ensure that more learners progress to a positively.  Overall improvements from the 2022/23 academic year include outcomes for apprentices which are significantly above national averages in all areas, increases in student satisfaction and progression outcomes for students with SEN.  The quality of target setting and feedback, which ensures students know what they need to do to improve, has improved across the majority of teachers.  The college is also leading key projects across the region in response to the local skills improvement plans which has led to significant capital and revenue investments to the benefit of students and the community.

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

How we earned our Good

Leaders and managers are committed to providing transformative education pathways and enriching the lives of learners and   apprentices in the communities that they serve. They have developed a carefully tailored curriculum that prepares learners and apprentices well for their next steps, including those hardest to engage and furthest away from education and employment. Most learners and apprentices make good progress and achieve well with outcomes for students at or around national averages and significantly above the national average for apprentices.

The quality of education is good across almost all areas of college with outstanding elements in Health and Early Years, Construction, Hair and Beauty, Arboriculture, Agriculture and Kings Trust.

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 students to improve their social mobility. All students 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 towards education, life and employment with progression to positive destinations at 94.8%.

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, further and higher education. The majority of curriculum areas offer courses from level one through to level three, with some areas extending the provision to level 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 two and three Health and Social Care courses, and those who achieve at level three can progress to university to study courses that result in entry to professions such as midwifery, adult and paediatric nursing, and paramedic practice.  As a result, the curriculum allows for many learners to progress onto roles that address the current skill gap in the health sector.  In arboriculture, students can study at level three in college then move into the workplace to further embed solid working practices at this level and return to study part-time at level four.

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 are able to 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 courses are delivered in Beauty and Barbering, including fading skills, and tanning, to complement main learning aims and allow learners to develop the skills that they need to successfully enter the industry.  Students appreciate the skills development within their programmes with 94% of students stating that the teaching on their course was good or better and allowed them to progress.

In a small number of areas the outcomes for young people are below the rest of the college and must improve to ensure more students retain and achieve their study programme.  This includes A Levels (73%), Training and Leisure (88.4%), The Technical Academy (80.5%) and Land Based (85%) which have been significantly impacted by learners leaving education to enter           employment (20%) or as a result of mental health issues (15%). As a result, achievement is below the national average rates   (-2.2 overall, -2.7 for 16-18, and -2 for adults). 

In A Levels, although pass rates are very good, high staff turnover and sickness impacted upon student satisfaction and retention resulting in a small number of students losing sight of their end goal and moving into employment or an apprenticeship.  At the Technical Academy issues around initial advice and guidance meant that a minority of students were on the wrong level programme resulting in poor retention and ability to achieve, improvements are required across all areas but particularly at level two.  In Training and Leisure performance at level two impacts significantly upon achievement with low pass rates for this age group for those infilling into part-time courses.   In land based, excluding agriculture, there are retention issues at level one in equine and animal due to IAG issues, with students often being attracted to the practical elements of the programme rather than the whole picture, additional transition courses are being added to resolve this issue.  Whilst level three achievement is above the national average, improvement is required in a small number of areas to ensure they reach the college standard.  Managers need to review the course offer with a focus on how qualifications are assessed and improve standardisation internally so that more students achieve their qualifications.   More students also need to achieve high grades in GCSE English and on Functional Skills at level 2.

Leaders and managers ensure that learners with high needs benefit from tailored learning pathways, including supported internships, which develop and enhance their skills and increase their independence and preparation for adulthood. For example, learners on the supported internships at Northumbrian Water acquire knowledge and skills that enable them to take on further responsibility, in line with their job roles.  All but two students who participated in a supported internship gained employment either from their internship employer or secured employment elsewhere as a result of increased confidence and enhanced work experience.   

Managers and teachers sequence the curriculum logically. Level 2 agriculture teachers plan the curriculum to coincide with weather patterns and local farming calendars to enable learners to apply their learning to the surrounding land-based industries. Teachers of access to higher education programmes support learners to grasp foundation concepts such as cell structures, before moving on to apply these to concepts such as genetics and cell regulation. Consequently, learners and apprentices build and deepen their knowledge and skills over time, however more students need to achieve and retain on some programmes.

Teachers use effective strategies to help learners and apprentices know and remember more of what they have been taught. Learners with high needs benefit from demonstrations and step-by-step instructions to develop their confidence in the safe handling of small animals, and when herding and weighing animals on the college farm. T-Level childcare teachers use matching activities and mini whiteboards to help learners recall operant conditioning, which learners then apply and reflect on when working with children on placements. Teachers provide a range of opportunities for learners and apprentices to repeat and practise tasks to develop their competency and refine their skills over time. Level 2 hairdressing teachers use cutting demonstrations to highlight learners’ misconceptions, such as when sectioning hair, before directing learners to practise techniques with guided support. Level 2 carpentry learners repeatedly practise the installation of kitchen units to improve their accuracy and confidence in installing to line and level. Most teachers accurately assess learners’ and apprentices’ knowledge and skills and provide helpful feedback to support improvement. Teachers use probing questions to test learners’ and apprentices’ recall of key concepts. They use past examination questions and practical project briefs which learners complete in timed conditions so that they can adapt and apply their knowledge quickly and with increased confidence. For example, teachers on adult veterinary nursing programmes pause practical assessments to identify errors in the sequence of clinical procedures. Teachers on engineering apprenticeships use feedback to help apprentices to work with precision when completing technical drawing. Learners and apprentices respond well to the feedback that they receive and make improvements to complete tasks to a high standard. However, although teachers track learner progress well, in some areas they need to ensure that all learners understand their individual progress and what else they need to do to ensure more retain and achieve, particularly those aged 16-18.

Learners and apprentices develop the technical fluency required of the sectors in which they learn and train. Level 2 arborist learners are required to use the Latin terms for the plants and trees that they encounter in their job roles. Adult learners on level 3 veterinary nursing programmes use accurate vocabulary in parasitology, which they then apply confidently when working in clinical settings. As a result, learners and apprentices develop the professional attributes and behaviours that employers value highly.

Teachers provide helpful support for learners with additional learning needs. They use assistive technologies in lessons and assessments, such as reading pens and coloured overlays so that learners can access the resources that they need when working in classrooms and online. As a result, learners with additional needs make progress in line with their peers. Learners and apprentices are supported well to improve their occupational English and mathematical skills. Level 2 healthcare science apprentices receive helpful feedback on the accuracy and structure of written work to help them improve the quality of their written communication. Adult learners on level 3 veterinary nursing programmes complete calculations for saline drips and use readings from temperature records to inform the clinical procedures that they complete. Those studying GCSE English and mathematics make good progress towards achieving their qualifications, however more need to achieve at a grade 4 or above, especially in English. GCSE pass rates at 4+ declined in 23-24, however, this was due to extending the cohort to include those students with a grade 2 on entry. This meant that for English there was an increase from 262 students to 377 and for maths an increase from 231 to 412. As such progress within grade has been used as an additional metric of progress. Feedback from OFSTED concluded that ‘learners make good progress if they attend’, which is supported by internal data. 

Learners and apprentices study and train in environments that replicate current and future industry practice, with teachers who are experts in their disciplines. Level 2 hairdressing teachers develop learners’ skills in contemporary cutting and colouring techniques in working salons. Agriculture learners use industry-standard equipment on a working farm and experience masterclasses in using new technologies with industry experts. Floristry teachers use their status as dual professionals to expose learners to the realities of employment and the current trends in the industry. As a result, learners and apprentices develop industry-relevant skills and professional behaviours and transition quickly into the sectors for which they are trained.

Teachers are industry experts with all vocational teachers being dual professionals who keep this expertise up to date through work in the industry, carrying out subject specific CPD and linking with employers to ensure the curriculum is current.  In 2023/24 staff continued to take part in the college Continuous Professional Development (CPD) programme, with new teaching staff completing the EDC Educator Programme to promote strategies for effective teaching, learning and assessment. CPD delivered in-year includes individualised strategies to support all students in the classroom including those with SEN; 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 CPD around new theories of pedagogy and working towards Advanced Teacher Status.

Competitions are a key part of the college teaching and learning strategy and are embedded across most areas.  Many departments such as construction and engineering enter inter college skills competitions whilst others such as hairdressing take part in national competitions. Within media teachers carry out ‘pressure tests’ as form of assessment for learning, as a result the college had a team of students who entered the Media WorldSkills competition achieving a Silver Medal, with a second team successfully getting through to finals again this year.  In Floristry an adult learner achieved Highly Commended in their WorldSkills competition. As a result of embedding competition pedagogy, learners develop resilience and refine their skills whilst working under pressure in a low stakes environment. 

How we aim to achieve Outstanding

• Retention, and in a minority of areas pass rates, must improve particularly for young people. Those who complete, progress and achieve well, however overall retention rates have remained static since 22/23.  In a minority of areas, managers must ensure the quality of information advice and guidance is robust for all students to ensure right student, right course and that this continues throughout their programme.

How we earned our Outstanding

Behaviour is exemplary across the college. Learners and apprentices demonstrate exemplary attitudes to their education and training. They value deeply the high expectations that leaders, teachers and coaches have for them and reciprocate by attending well, arriving punctually to sessions and engaging keenly and professionally in the tasks that their teachers set for them, as a result learners and apprentices rapidly develop their confidence and resilience.

Leaders, managers, and staff set and maintain very high expectations for the behaviour and attitudes of learners at East Durham College. They consistently model positive behaviour through their professional conduct and provide effective support and challenge across the college, ensuring that high levels of support are always provided for learners. This results in a calm and safe environment where learners can thrive and develop their aspirations.   Examples include managers providing a morning and lunchtime presence in open areas across college and instantly challenging negative behaviours as well as praising positive ones with behaviour cards. There is a consistent approach to ensuring the safety of learners and adherence to college policies, such as wearing badges for safeguarding purposes. As a result, the college has developed a thorough sense of belonging where learners, apprentices and staff are familiar with each other and can communicate effectively. As a result, 97% of students said that they felt safe and the same percentage knew how to keep themselves and what to do if they did not feel safe.

Learners and apprentices develop excellent social skills, both in and outside of the classroom. This is reinforced by the college's 'Ready, Respectful, Safe' approach. Leaders and managers ensure that any undesired behaviours are challenged rapidly. Should issues arise, they will be dealt with swiftly and sensitively by knowledgeable and experienced staff 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, 94.8% of learners become very well prepared to succeed in their community and next steps.

Teachers contextualize behaviour and attitudes to the expectations of the industry, ensuring that learners are aware of the consequences for 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. As a result, learners quickly develop routines and behaviours that prepare them well for life and employment, with key employers recruiting directly from their visits to the construction workshops.

Learners and apprentices feel safe due to the culture of care and respect that leaders promote through all aspects of life within the college. They know that bullying and harassment are never tolerated and feel confident that should an issue arise, they will be dealt with swiftly and sensitively by knowledgeable and experienced staff, many of whom are trauma-informed practitioners. Learners aged 14 to 16 benefit from safe learning environments in the college, with clear routines to help them thrive and flourish as they adjust to life at the college. As a result, the college is an environment which allows learners to develop socially and emotionally at their own pace. Leaners benefit from developing in an inclusive environment that promotes the highest standards of behaviours and attitudes, including a zero tolerance for bullying, child-on-child abuse and discrimination. 

The Designated Safeguarding Lead manages 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 weekly 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 are able to, and do, develop as individuals. 

Learners and apprentices are punctual maintaining high levels of attendance. Leaders, managers and staff continue to place a strong focus on achieving high attendance, whole college attendance for 2023/24 was 90.3% with high levels for 16-18s (90.0%), adults (88.9%), apprentices (96.9%) and High Needs (90%).  Learners understand that missed attendance results in missed learning, of which they are expected to catch up, and the large majority of learners do. 

Maths and English attendance improved in 2023-2024. This is significant as the number of learners studying maths and English, rose sharply this academic year 25% and 33% respectively, yet attendance has continued to improve. Exam attendance dropped slightly to 88% overall from 94% attendance at the first exam.  Attendance was the same for both subjects, reason for non-attendance were varied but there is a particular issue in English in that some students struggled to write for a prolonged period of time. Work needs to be done to maintain attendance across both exams next year including increased mocks and writing practice. 

Learner attitudes towards studying math and English can be challenging but improve significantly in curriculum areas where the achievement of these subjects is valued and linked to future progression. Staff have high expectations for learners and challenge negative mindsets, as observed in TLA drop-ins. Staff invest in developing positive relationships across all cohorts. Behaviour is consistently addressed, with the wider team following the behaviour management policy and conducting disciplinary meetings when relevant. Staff are proactive in following up on absences and causes for concern, using Promonitor effectively. Adaptations are swiftly made for students identified as having issues in English and math. This includes additional support needs, peer relationships, or intervention support. Staff adopt a "start each session fresh" approach, which helps minimize negative behaviours. 

Learners and apprentices 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 that are identified as at risk. Learners and apprentices receive individual reviews that focus on their academic performance, overall progress to date, behaviour, attendance and punctuality, and are supported with targets to make the progress that they need to attend well and achieve.  These staff also actively involved key stakeholders such as employers and parents to ensure students stay on track. Learner feedback constantly shows that students appreciate this support and the positive impact it has on their progress. 91% of students said that there were sufficient support services and activities across college. 

Learners aged 14-16 in Engage (full-time directly recruited school provision for students at risk of exclusion from school) benefit from safe learning environments in the college, with clear routines to help them thrive and flourish as they adjust to life at the college. They have a highly effective holistic support structure to ensure they meet their academic, attendance and softer targets. The structure includes a family liaison officer, counselling team and learning mentors who set targets, manage behaviours, support the family of the young person and work on their mental health and wellbeing. Engage works closely with external providers to raise the aspirations of students and embed employability skills into all aspects of the curriculum to prepare students for their progression. All of these improve resilience and develop students’ wider skills and confidence to navigate the next part of their lives.  

All students benefit from the consistent and fair use of the college behaviour management policy, which is developed and led by Progression Coaches. Students 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.  In 2023/24 the number of exclusions reduced by 29% (6 individuals) with restorative actions taking place across almost all areas. 

Learners consistently display excellent behaviours within their lessons. In Early Years and Engineering, 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 own work. Learners are passionate and eager to apply what they have learned to real working environments. For example, in Animal Care and Veterinary Nursing, most learners demonstrate excellent independence by sourcing their own placements to gain work experience, and as a result, develop employability skills from early on in their learning journey. 

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.

All learners aged 16-18 take part in work related learning with the large majority undertaking this external work experience in addition to being exposed to a range of employers throughout their programme.  In Construction and Creative Industries learners work in groups to undertake projects which benefit the local community; in Care, Early Years, Hairdressing, Beauty, Catering, Engage, Kings Trust, Alternative Provision and across all land based subjects all students undertake substantial work placement with at least one employer. This happens across the year however in areas such as agriculture they work at key times required in industry such as lambing and harvest.  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. 

How we aim to further enhance behaviours and attitudes

• Whilst attendance at maths and English is improving, leaders and manages should continue to place focus on increasing attendance at English and maths GCSE exams by improving writing stamina, timetabling sessions effectively and following disciplinary processes where attendance is below expectation.

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, staff are 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 weekly sessions as part of their tutorial programme, that 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 to contact 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 wellbeing, then employability skills before moving onto 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, character, and to progress well to their intended destinations.

Learners and apprentices rapidly develop their confidence and resilience. Teachers and coaches support them well to realise the extent of their skills and talents, which learners showcase proudly in regional and national competitions. For example, adult learners on floristry programmes prepare and display pieces for local and high profile national events. Hairdressing learners earn recognition and win awards in national competitions. A-level chemistry learners represent the college at science, technology, engineering and mathematics (STEM) events at universities, where they contribute to seminars about women and non-binary people in STEM. Learners with high needs participate in sports and creative writing competitions in collaboration with learners from local colleges.

Learners and apprentices are proud and active citizens within their communities, where they embody the fundamental British values that they are taught. They take part in an extensive range of social action projects to address the issues that are of importance in their own lives or of others in the communities where they live and work. Level 2 agriculture learners explore mental health issues in young male farmers and raise money for suicide prevention charities. Creative arts learners work with civic groups and the local arts council to create murals depicting local life and the community’s heritage. Level 1 catering learners explore the prominence of social isolation and host afternoon tea and bingo for residents of local care homes. Consequently, learners and apprentices understand the value of diversity in society and how they can enact change to make a positive difference to the lives of others. Students across the college were involved in raising awareness and funds for the East Durham Trust Food Bank Appeal, East Durham Veterans – Every Penny Counts Campaign  and a football tournament in support of Bradley Lowery Foundation.  In addition to these individual student groups were involved with projects including a sponsored sea dip for Andy’s Man Club, adult and young students making and donating Bird Boxes to Washington Wildlife trust, a T-shirt and poster competition to raise awareness of men's mental health for Andy’s Man Club, work with the local police support group ‘Free’ (victims of abuse, violence) where the women’s group attended our Salon and enjoyed hair and beauty treatments followed by drinks in our restaurant, Hair and beauty Students attended Silverdale medical practice for a NHS wellbeing day providing treatments, and the making of memory boxes for Care 4 Louis bereavement charity.

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Learners and apprentices benefit from an effective careers programme, including wider exposure to the world of work. Employers visit the college frequently to share their insights into the industries in which learners and apprentices aspire to work. All learners on education programmes for young people undertake meaningful work related learning with most taking part in placements and visits to see how their learning translates in the working world. For example, learners aged 14 to 16 participate in networking events with local employers. Learners on A-level and vocational programmes have frequent encounters with universities to understand the variety of pathways available to them in higher education. As a result of the guidance that they receive, learners and apprentices are well prepared for the demands of further education, training and work, and almost all progress to positive destinations.  An example of the work staff put into meaningful work placement and workplace encounters is the partnership with Robertsons Homes.  During 2023/24 key construction staff worked with Roberston Homes to design the Developing Futures Project which will allow students who work hard and dedicate themselves to their studies to access exciting apprenticeship opportunities within Robertson Homes and chosen supply chain partners from joinery, brickwork, electrical, plumbing and painting and decorating.  A curriculum has been developed with Robertsons to ensure it reflects the modern industry and includes professionals visiting the college as guest lecturers, planned site visits for each of the college’s construction trades, as well as opportunities for work experience. Learners will then get the opportunity to be put forward for apprenticeships with Robertson Homes and their partners, allowing them to put what they’ve learned into practice and start their careers in the construction industry.

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Staff ensure that learners and apprentices have a deep understanding of issues that may cause them harm, including knife crime, substance misuse, county lines and threats posed to them when working online. They use local and national intelligence to ensure that learners and apprentices remain alert to the issues that they may encounter now and in future, including the risks posed by radicalisation and extremism. However, a few adult learners on Access and Distance Learning programmes, and learners with high needs on specialist pathways have a less well-developed understanding of dangers of extremism and how to remain vigilant against potential risks. This will be addressed in induction and throughout the year as part of the core curriculum.

The tutorial programme is effectively planned to differentiate across all academic levels of study for 16 to 19 year-olds, to ensure the curriculum is inclusive and supports learners next steps and progression opportunities at each stage of their study programme.  At level one, two and three (year 1), tutorials have been designed to develop the personal, social and employability skills learners require for successful progression appropriate to their level of study.  The Evolve Tutorial Programme is designed to raise awareness of important issues for young people and provide support if needed. It develops their skills to make them more employable, confident, and well-rounded individuals. Support learners to write an industry ready CV and prepare them for interviews. Allow them to gain project experience and provide opportunities to give back to their community through participation in a Community Action Project. Help them to clarify their career path and support them towards a positive career destinations.  For those on level 3 (year 2) courses tutorial is designed in a way which is individualised, ambitious and focussed on positive progression to employment, higher level apprenticeships, degree apprenticeships or higher education.  Tutorial is further tailored for T-levels where employment, enrichment and pastoral elements have been designed to develop personal and professional development. T Level courses support transferable skills such as teamwork, problem solving, communication and adaptability. The EEP Tutorial programme is designed to support these aims by helping learners to develop skills to make them a confident and well-rounded individual entering the world of work and their Industry Placement.  As a result 94.8% of students progress to positive destinations.

Learners within Engage are well supported by the PSHE curriculum to be responsible, respectful, and active citizens, this is a part of the community and responsibility element of the curriculum. The learners undertook the task of completing Christmas dinner for their families and this was housed within the Engage provision. In addition to this, the learners created additional Christmas meals, and these were distributed college wide to a range of learners who did not have the financial resources to have their own meals at home. The learners reflected a sense of pride and achievement of giving back to their school community and this was emphasised alongside the moral, social, and cultural development of the learners.

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 position on changing outdated narratives for future workforces and encourage individual learners to work towards their aspirations, despite any differences to social norms.  The bricklaying student of the year was a female student who progressed from her level two course to a hard won apprenticeship with Barratt homes, she was one of 10 apprentices from 2000 applications. Demi Rae Wales (below) was a Level 1 hair learner with an ECHP, she is profoundly deaf and uses the LOOP system. She went on to be a finalist in the Concept hair magazine learner of the year and was highly commended in the Lee Stafford Competitions. She now has a part time job at her placement and her  one-to-one support in sessions has dramatically reduced as she has gained independence and confidence.  Another student Ethan Morley started in the colleges autism provision and worked to complete a number of barbering courses, during this he became a finalist in Concept hair magazine for level 2 barber of the year and won inter college barber of the year. He also was placed 2nd at the regional AHT comps and went through to the national finals. He is now running a barber shop in Durham ‘Rustys’ and wants to volunteer in the college Barbering classes as he is interested in teaching in the future.  Six A Level students were accepted onto the Empowering Females and Non Binary in STEM last year.

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Learners develop an excellent understanding around 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 a number of 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 which challenges stereotypes, reduces biases and builds cultural capital. 

As well as the wraparound support and guidance received from Progression Coaches, 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 back-up option. Learners value this meeting and as a result, they feel supported and encouraged to make the right steps for their progression; this is something that happens across the year and leads to positive outcomes for students.  Examples include a student who started with us on a foundation learning programme in 2019, moved through to a level one and two programme in Media and then a T-level, who has just started a degree in Networking and Cyber Security at Northumbria University. Another student with an EHCP who progressed from alternative provision to study A levels, suffered with anxiety and had a diagnosis of ASD.  Her anxiety became very heightened during stressful periods, which impacted her onsite attendance. However, they were an extremely conscientious student and, as agreed in the EHCP, worked from home when needed. She applied to study Medicine at university and was initially declined by 3 out of 5 universities due to the fact her GCSE grades did not meet the entry criteria despite consistently achieving A’s at A-Level. This had a huge impact on her mental health, but the college worked with the student and her parents to explore alternative entry routes.  This led to her being invited to an interview at Newcastle University following an application through the Newcastle Partners Programme, and she was successful at interview and received a conditional offer to study Medicine with an insurance offer for pharmacy.

Learners attend lessons which prepare them well for life in modern Britain. For example, in 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 participate extremely well in industrial placement opportunities across all vocational areas, including those studying T-Levels. During 2023/24 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 completed a six-week placement within restaurants and cafés to provide early industry exposure and assess skills levels. Most of those taking part on this programme secured paid employment which they could continue whilst on their course.  Learners have also benefitted from masterclasses by guest chefs and industry experts.

Plumbing learners develop their employability through our partnership with industry leader BAXI, receiving specialised training on modern central heating systems and hands-on experience with the latest technology. At BAXI’s bespoke training facility, located at the Technical Skills Academy and led by BAXI engineers, learners gain valuable knowledge of energy-efficient systems, installation techniques, and fault diagnosis. This blend of industry expert-led practical experience and classroom learning develops the learner's knowledge and skills preparing them for employment. The Inclusive Learning curriculum includes carefully planned employer engagements to enhance the learner experience through real and meaningful exposure to various industries. For example, through vocational lessons, Derwent learners had the opportunity to interact with a journalist who shared insights into the profession, including key responsibilities and entry paths. Foundation learners participated in a St. John’s Ambulance First Aid, which not only taught life-saving skills but also improved their employability. The British Army, Nexus, and Durham Police delivered sessions discussing career opportunities, daily expectations, and entry requirements in their respective fields. A partnership with East Durham Trust provided insights into local issues and volunteer opportunities, highlighting how volunteering can build valuable employment skills. Additionally, learners in Derwent (bespoke autism provision) fundraised for Happier Days through an enterprise project and received a presentation about the charity’s services. These encounters deepen learners' understanding of diverse industries and broadens their understanding of potential career paths.

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 aged 16-18 take part in social action and competitions, and all have the opportunity to take part in sports academies including football, basketball, rugby, boxing and dance which is taken up by over 150 people.  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. 

The majority of learners participate in visits that significantly develop their independence and provide many with new opportunities to explore different cultures. For example, during 2023/24 the college had their first cohorts of learners take part in the Turing Scheme with two groups visiting across the year with all students taking part in work experience in Seville; this project has grown and there are 150 students planned to take part in 24/25.  In addition to this, learners from Creative Industries went on an international trip to the Netherlands, which included visits to a range of cultural sites and museums as well as performing in multiple venues. In Travel and Tourism students visited Northern Ireland again with those students who had been the previous year taking a leadership role and embedding their travel and tourism knowledge by guiding new learners around attractions such as Giants Causeway and Belfast city centre. Many students experienced their first aviation experience travelling through an airport and boarding an aircraft developing their independence.  Learners visited the Titanic museum which provided them with a unique insight into how historically the travel industry has changed because of such events. Learners also visited key cities such as York and Liverpool allowing them to see first-hand why the UK would attract tourists both domestically and from overseas. Such trips and visits have allowed learners to broaden their career options and gain a better understanding as to what travel and tourism careers are available to them as well as providing opportunities to grow their independence and develop their confidence in travelling.

How we aim to further enhance personal development

• Although it is very well developed for 16-18 year olds and apprentices, leaders and managers must ensure that induction is more robust and the topic is revisited throughout the year so that all adults on Access Programmes and those with high needs develop an understanding of the dangers to them from extremism and radicalisation. 

To help increase retention managers and teachers must further strengthen the transition of students between key stages of their education, this includes transition from school into college and transition between the levels.

How we earned our Good

The leadership and management at East Durham College is good. The college mission is to enrich lives through transformative education by providing exceptional education, grow provision in regional skills priority areas and accelerate social mobility for its community, those hardest to engage and furthest from education and employment.  This commitment was observed by Ofsted in May 2024 who reported that ‘Leaders and managers are committed to providing transformative education pathways and enriching the lives of the learners and apprentices in the communities that they serve’. Due to the high expectations of Governors and strong leadership and management, the college continued to successfully connect people to opportunities with over 93.8% of learners progressing onto positive destinations in 2023/24, of which 94.8% were aged 16-18 and 90% adults. 

Leaders are ambitious and strive to develop a provision that meets local, regional and national skills needs.  Ofsted reported that ‘Leaders involve stakeholders very effectively in the design and delivery of all parts of the curriculum … stakeholders commend leaders agility in identifying and responding to skills priorities … so that they more accurately address the specific skills that employers need’. Examples of this include developing funded programmes as an alternative to apprenticeships in Horticulture and Health and Social Care due to issues with the content of these standards. This change also helped these businesses with recruitment as the new programme alleviated the maths and English barrier and allowed them to increase staff recruitment. The college also employed a specialist to develop aseptic modules as part of science manufacturing training for pharmaceutical industries and lobbied local authority to ensure they were funded.

Leaders and managers are committed to ensuring all learners study their carefully crafted curriculum in an environment that replicates the best of industry and are often successful in procuring capital funding to develop new and refresh existing learning resources and real working environments across college. For example, in Arboriculture and Land Based Engineering funding was secured to refresh workshops and purchase state of the art equipment such as diagnostic equipment and a tractor simulator which has software so that students from other land based disciplines can benefit from it. In Creative Industries funding was used to refurbish the whole area, including the theatre and TV studio. New equipment such as professional lighting, Dante interfaces and RCF sound systems, gives performing arts students an environment which reflects real-world venues. The relocation and redevelopment of the engineering workshops from rented premises to the Peterlee campus ensured students study and practice skills in an environment which replicates the high standards and expectations of the real work environment and maximises the embedding of the essential workplace behaviours for example 5s (a workplace organisation system, typically used in manufacturing to increase efficiency and reduce waste).

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 the 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 EDC Educator programme. This provides those new to teaching with the time and resources that they require to support their early career development with almost all teachers completing the programme. We invested in Teaching How2’s which provides one to one online CPD and a teaching toolkit for staff to visit at any time to improve pedagogical practice.  In October the college held its first teaching and learning conference with workshops and several external speakers to assist with development of pedagogical skills, these included NASEN, Landex, Teaching How2s and Paul Dix behavioural management.  Observations of teaching and learning show that this support leads to most teachers providing high quality teaching and learning experiences for students. The student survey highlighted that 94% of students agreed that the teaching on their course was good or better, 94% understood their targets (a 25% increase on the previous year) and 94% felt that the college valued the feedback they gave.

Staff value and are supported to attend a range of CPD and industry updating activities that enhance their subject knowledge in addition to the craft of teaching. For example, teachers have been supported to achieve Qualified Teacher Status and Qualified Teaching Learning and Skills Status.  A small number of staff have had a contribution to Masters qualifications whilst others have taken part in courses such as the HNC in Engineering, British Horse Society accreditation and Sugar Craft Masterclasses to ensure they have the relevant industry skills to teach current and future qualifications.  All apprenticeship Trainer Coaches took part in one to two days of industrial updating in their specialist area, and numerous teachers across college still practice in industry on a part time basis to ensure their industry skills and relevant and they retain credibility; this includes teachers in Agriculture, Equine, Arboriculture, Hairdressing, Barbering and Beauty, Creative Industries, Catering, Construction and Health and Social Care.

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 employment 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.  Much of the CPD had a focus on the issue of staff recruitment and retention which managers valued and has seen overall sickness absence reduce by 1% and turnover reduce by 5% points (19% to 14%); both are now below the national average.  Leaders also take part in external coaching and development programmes such as Insights and leadership training with Landex.  Staff feel valued and can express how they have developed their knowledge and skills to improve performance in their role. 92% of managers felt that their training needs were identified and supported, their work was meaningful and 96% would recommend the college as a good place to work and were inspired by the college values and vision. 

Leaders and managers support staff to maintain manageable workloads and they place a high priority on the wellbeing of staff.  The college effectively promotes a range of support services to staff through the regular wellbeing newsletter including counselling, free gym and classes, and wellbeing activities throughout the year. Managers arrange workshops for teachers to share best practice within teams, and a cross college event was held at the end of 2023/24 for the second year. This allows staff to access shared resources and provides an opportunity for collaboration between departments. For example, staff from the Engage provision produced resources to help teachers reflect on why students might disengage and how to better manage behaviours which have been amplified since lockdown. The college invested in Teachermatic software which is an AI platform to help staff with planning and the production of resources giving more time for other work.  Examples of workshops around wellbeing have included ‘time to talk’ sessions, health assessment across the year for men and women, lunchtime mindfulness, assertiveness training, menopause awareness and pension talks, as well as a number of trained mental health first aiders across college. 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. To further support a healthy work life balance, the college enforces a complete lockdown of the premises and e-mails over the Christmas holidays so that staff at all levels can completely relax. Leaders also completed a full review of the meetings curriculum managers attended across the year and actively reduced the number of meetings attended by curriculum managers with the highest teaching load. The staff survey showed that most staff were comfortable speaking with their line manager about stress and how to deal with it. The survey also highlighted that 96% of staff felt that their line managers understood and valued their work life balance.

Within a turbulent staff recruitment and retention environment, leaders are acutely aware of staffing shortage areas and recruitment challenges and respond rapidly to address recruitment challenges where there is potential risk to learner achievement through ongoing staffing summits. An example of this was in A Level English where long-term sickness started to impact upon learner satisfaction. Managers put in place well-considered strategies which led to all students achieving at least their target grade progressing to their chosen destinations in higher education. 

Governance is highly effective. Governors bring a broad and rich set of skills, experience, and knowledge and share leaders ambitious vision for 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 skills sets are matched appropriately to sub-committees which adds value to the business of the college to help it achieve its mission.  There is an effective Search Committee which recruits governors with the requisite knowledge and skills whilst enabling a healthy turnover of governors which gives managers the critical challenge and scrutiny required at this level.  The college secured the services of the AoC in April 2024 to complete a review of Governance at the College; they found strong evidence that the Board is effective and consistently impacts positively on the college effectiveness and outcomes. This is the highest judgement the AoC provides in its reviews.  Areas of strength were found to include the range of skills and experience of the board, the analysis of EDI issues, strong succession planning for board and principal, the significant contribution the board makes to the strategic direction of the college, the way that governors keep students experiences central to decision making, the clear and dynamic oversight of risk, the open and productive relationships between the board and the chair and the board and the college leadership group, and how well the board and committees triangulates information it receives.

Governors know the college well; they understand our strengths and areas for improvement and use this knowledge to provide relevant and timely challenge and support to leaders around key performance areas. They are given several opportunities to work directly with staff and students from across the college and use this interaction to see first hand the impact of the strategic vision on key stakeholders. They use the information given to them in informative reports to provide challenge in key strategic areas around the college vision.  For example, challenges to performance in apprenticeships has led to changes in the Business Development Team and apprenticeship income increasing from £750,000 in 2019/20 to £1.8m in 2023/24 and a higher target planned for this year.  Governors were keen that this growth in apprenticeships was achieved with quality at the forefront.  As a result, outcomes have also increased over the same time period and the college is now third in the region for achievement at 12.3% points above the national average.

Board members carefully examine safeguarding data, and benefit from a link governor who provides a deeper insight into operations from attending internal safeguarding meetings and regular discussions with key staff.  In 2022/23, reports were introduced to highlight the most at-risk learners, and the progress they made towards achievement.  We continue to use these reports which governors use to make better informed judgements around the effectiveness of safeguarding.

Leaders and managers, take strategic decisions that support learners to progress on to meaningful and positive destinations. They ensure that those with high needs benefit from tailored pathways to enhance their skills and promote independence.  For example, within the Foundation provision, leaders developed the infrastructure, curriculum and partnerships required to reintroduce supported internships for thirteen learners in September 2023.  Of the first cohort of learners, 11 secured permanent paid employment and the number of interns has increased for 2024/25. Examples of employment include a student who secured a hospitality position with Marriott Hotels following their internship, another student who completed their internship as a park ranger and is now employed by Northumbrian Water, and a student who completed their internship with a local Town Council and used the skills, knowledge and behaviours from this role to secure a job in a Tesco Warehouse.

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 improvements to the common room in the HE block at Houghall, provided additional training for staff where students had raised concerns and changed a job description for a replacement post to include more enrichment and student engagement across college. 

Leaders and managers promote the importance of pastoral support in addition to academic support.  This includes robust monitoring of at risk students and the involvement of parents and external support organisations to address barriers to attendance, retention and students achieving their goals.  This is highly effective across programmes for young people aged 14-19 and for those adults on substantial programmes.  Progression coaches and teachers use data to highlight those students at risk to put these support mechanisms in place and most of these students retain and achieve their qualifications.  However, data shows us that many of the students who do not retain and achieve their qualifications were not highlighted as at risk as there were no obvious attendance, safeguarding or academic issues.  The college must identify how to use its finite resource to support all students to retain and achieve and improve levels of retention across programmes for young people which, although narrowing, is 5.2% points below adults at 86.9%. 

Safeguarding is highly 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. This officer effectively supports the Designated Safeguarding Lead and leads on the monitoring of Smooth Wall which results in an immediate response to any issue which would impact upon the safety of students in the digital world.  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 prior to 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. 

How we contribute to local and regional skills needs.

The college makes a strong contribution to meeting local, regional and national skills needs. Managers and staff value collaboration, recognising that partnership working increases impact on the community and improves social mobility for learners and apprentices. Leaders and managers have developed purposeful relationships and partnerships with a wide range of stakeholders to develop their understanding of what the skills gaps are and how to respond to them. Leaders work closely with organisations such as the North East Local Enterprise Partnership, as well as key employers, charities, and community services. The college influences work of organisations such as the North East Automotive Alliance who lead the Local Skills Improvement Plan (LSIP); an example of this is the addition of Health to the priorities of this group. 

Leaders, managers and teachers attend regular employer forums such as the North East Institute of Technology, the Energy Coast Skills Group, NEPIC and the British Association of Construction Heads. Staff engage with over with over 300 organisations to ensure the curriculum is well designed and effectively sequenced and delivered. Curriculum content is also informed by feedback from many of these external stakeholders.  Examples include the National House Building Council who offer masterclasses for staff and students and Mark McGowan a show jumping course builder who coached students for their event management module where they ran a show jumping event.

There are effective relationships with other education partners to benefit the region and community from franchise relationships with local higher education institutions to careers advice and guidance working parties with local schools. Examples include the college leading on the UK Shared Prosperity Fund for east and south west Durham; we work in collaboration with delivery partners including Penshaw View Training and Bishop Auckland College to deliver employer led training such as bespoke courses in CAD, digital and leadership and management.  We are a member of the Durham Learning Alliance, a partnership of the County Durham Colleges and Durham University whose aim is to map progression pathways between FE and HE, provide impartial careers advice and avoid duplication of provision. We are also a founding partner of the North East Institute of Technology and in partnership developed a suite of qualifications in retrofit to meet regional demand.  The college has an advisory board in every skills priority area, an example of a positive impact from these is the work with Robertsons Construction to develop an annual scheme of work to enable every construction student to have live work experience, visits to sites, employability sessions with construction employers, celebrations of achievement and opportunities for apprenticeships with them and their sub-contractors.

Across the curriculum, leaders and managers take into account regulatory updates to inform curriculum content and maintain currency in vocational standards.  For example, in land and wildlife, changes to the Environment Act and the government’s 25-year Environment Plan are reviewed to modify curriculum content.  In construction teaching staff are members of organisations such as the Guild of Bricklayers and the Institute of Carpenters to ensure staff are working at the highest level of professional standards which ensures these practices are passed onto students. 

Leaders and managers work exceptionally well with local community groups to ensure learners develop skills beyond the academic, an example of this is learners from Creative Industries working on real world projects for voluntary organisations such as ‘No more nowt’ where learners support their annual general meeting by providing entertainment, and practicing technical skills required for the event.  Leaders and managers support the wider community by offering holiday fun and food project and an over 50s project in collaboration with Durham County Council.  All young students take part in a social action project which benefits voluntary organisations and charities across the region through awareness raising and fund raising.  These social action projects are student led and develop knowledge and behaviours which students can use in their everyday lives.

Leaders and managers work extremely well to provide apprenticeships in response to the specific needs of employers. For example, through attending an expo event and effective networking to understand business needs, and subsequent bidding, the college became a regional provider for Unipress delivering apprenticeships in team leading and operations managers. Another example is the successful bid to deliver science manufacturing apprenticeships for GlaxoSmithKline due to the college understanding their needs and delivering added value to the apprenticeship.  In land based engineering we have now secured partnerships with Russell’s and New Holland who have donated kit and equipment to enhance the offer and ensure skills taught at college are relevant to the employer. 

Leaders at the college continue to lead on the North East 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

• The college must increase its student outcomes, particularly for those on A Level programmes, and adults on level 1 and 2 vocational aims as well as closing the gap for those eligible for free school meals.      They must ensure that teachers, curriculum managers and support staff, have oversight of all students and not just those identified as at risk to ensure all students make the rapid and sustained progress they are capable of.  This includes ensuring that data is timely and accessible via highly effective systems to allow appropriate interventions for all students with parental engagement where appropriate.

How we earned our Good

The majority of young people who attend East Durham College are within the top three bands of deprivation and this population in college is higher than in the local area. Due to this, the college provides transformative opportunities to the most disadvantaged learners providing them better employment opportunities, health outcomes and social mobility.

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RCU MiDES Report 16-19 Deprivation Comparator College vs National Percentages.

Young people studying at East Durham College benefit from highly effective study programmes with a carefully tailored curriculum that prepares them well for their next steps.  There are clear progression pathways to employment or further study for all students including those that are the hardest to engage and many who are furthest away from education and employment. The curriculum intent is clear across all programmes, and teachers understand how to implement it well. As a result, most students make good progress, achieve well and complete their courses with a clear plan for their next steps into employment or education.

In 2023/24, Engage 14-16 provision, had 80 students between both sites. This provision directly enrols 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 students struggle 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. Students in Engage benefit from a unique offer which allows them to study five 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 which provide students with an introduction to basic industry skills and develop key transferable skills that are beneficial to their next steps. Year 10 students in Engage take part in meaningful work experience for two 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.   An example of the impact of our work with 14-16 year olds is a student who was previously at risk of permanent exclusion from their mainstream school who started with the college in year 10, they were academically able but had predicted grades at GCSE of a 1 for all core subjects due to behavioural issues. Their time in year 10 was challenging however with the enhanced levels of support, clear boundaries and consistency from staff they exceeded the schools initial expectations. In year 11 they were placed on day release with a local employer who expressed the importance of maths and English and they also had support from Durham Works to ensure he had a plan for leaving school. This student secured an apprenticeship with his placement provider and achieved a 3 in math, 2 in English and a 3/3 in Science. 

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There are exceptionally high levels of support for students in Engage, to ensure that they are able to 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.  Students 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 100% positive progression rate, with a sustained participation rate of 88% last year, which is above the current county rate for the post 16 participation. This is significantly higher (+32%) than the average participation rate for alternative education. In addition, there were 143 students enrolled in the Home Education provision in 2023/24. This provision is effectively designed to enhance the quality of education for students who are home educated by their parents or guardians. Three core subjects are offered, alongside bespoke qualifications that develop the vocational and social skills of students.  Parental engagement is exceptional, and teachers adapt their teaching style well in this area to meet the individual needs of students who have a wide range of starting points. Teachers make effective use of assessment that allows for meaningful target setting that supports almost all 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 some students to gain up to a grade 9 in their GCSE’s. Electively home educated learners maintain high retention (86%), and pass rates (97.5%) which is excellent for many students who have not engaged in public education previously. 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 FE, apprenticeships and employment.

During their study programmes, students make substantial progress, which is driven by the high expectations of teachers and managers. For example, 22% of learners achieved a grade 4 or above in Maths which was 5% above the national average for this age group and achievement of functional maths and English increased all with significant increases in the student cohort; however more work is required in the achievement of GCSE English at a grade 4 and level two functional skills. All young people make progress from their starting points within maths and English, and as a result, develop their occupational literacy and numeracy skills well.  

Most learners on a range of level 3 courses achieve high grades this includes Arboriculture (100%), Equine (92%), Health & Social Care (86.6%) and Early Years (72.2%). Learners studying A Levels in Maths, Chemistry and Biology achieve well, with maths being eight points above the national benchmark for A*s in FE Colleges. This has facilitated students to access degrees in key subject areas with students going to Durham University (Natural Sciences), 2 learners progressing to Newcastle University (Mathematics), Newcastle University (Physics), Nottingham (Chemistry), Newcastle University (Zoology), Hull University (Marine Biology), and University of Lincoln (Pharmacy).  Although those students who complete A Level programmes progress well and achieve high grades, more must be done to ensure that a higher proportion retain to allow them to achieve these good outcomes.

All young learners across the college benefit from highly effective careers education information advice and guidance which is provided by well qualified staff and further supported by external organisations, particularly for those under 16 and those with SEN. The impartial careers guidance effectively supports learners to better understand the options available to them. Learner's benefit from wide a range of industry guest speakers, visits to universities and industry related environments, virtual taster days during and one to one session to discuss career aspirations and to receive guidance.  For example, the college holds two HE fairs each year with attendees reflecting the diverse range of subjects the college offers particularly at Houghall where those universities specialising in land-based education attend.  In Hair and Beauty, learners attended a visit to Grantly Hall a five star hotel in North Yorkshire where they were able to observe the top end of the wellness market and explore employment opportunities. This resulted in several learners receiving the opportunity work on a voluntary basis to build on their skills. In Training and Leisure, learners benefit from guest speakers such as physiotherapists, nutritionists, professional footballers and referees, and as a result learners are able to 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 working in health and social care unit, this develops their insights into professional expectations and ethical dilemmas. Guest speakers such as a midwifes, nurses, social workers, and drug and alcohol misuse services attend the college to give learners invaluable insights to the reality of working in the sector. This led to good progression to university and employment from the Level 3 Extended Diploma in Health and Social Care with 47% of learners progressing to university. This included Degrees in Paramedic Science, Social Work, Midwifery, adult nursing, paediatric nursing and Health and Social Care. 29% progressed to employment in the sector with the other 17% gaining employment outside of the sector with two learners also having a baby. The positive results are supported by excellent advice information and guidance including over an increase in guest speakers from the sectors, university visits and virtual work experience and NHS taster days.  Careful tracking of high grades by the course lecturers and target setting enabled learners to receive the grades they required to meet their course requirements.  Also, the use of the new industry standard equipment supported the learners to have a rich and varied curriculum that supported the knowledge, skills and behaviours for industry in the sector as well as progressing to their chosen career. 

From the T-level in Health 62.5% progressed to university in child or adult nursing and paramedic with 12.5% progressing to a higher level apprenticeship and the other 25%  progressing to employment in the sector.  An increased proportion of year 2 childcare learners progressed to university this year with 45.5 % progressing to university to do teaching.  Out of the other six students remaining they all gained employment in industry of childcare and education.  This demonstrates excellent positive outcomes for all learners on this course.

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 Bricklaying 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 skillset. Courses within the Hair and Beauty department have embedded additional skill and competition 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 on work placement in Seville as part of the Turing Scheme, in addition to various performances within the Lubetkin theatre.  Learners studying care complete additional qualifications including the Care Certificate, online safeguarding and food hygiene, prior to 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 70% of learners progressing into part-time employment alongside their study programme as a direct impact of the 6-week skills accelerator traineeship programme. 

Leaders and managers ensure that work related learning opportunities are rich, 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. Students in Agriculture benefit from access to HE research projects which they can then use in their work placement providers, this includes research into the next generation pig farming which was published in Pig World Magazine.  These opportunities have given learners exposure to professional standards which have in turn increased their confidence and resilience, and led to more WorldSkills Competition entries. This has resulted in raised aspirations and a silver medal for Media students who have again reached a WorldSkills final.

Teachers are passionate about developing the lives and prospects of the young people and implement effective teaching strategies that builds learners’ knowledge over time and prepares them well for assessment and exams. Teachers in health and care make effective use of retrieval activities and quizzes to review and recap learning, as a result learner 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 Technical Academy's ambitious curriculum is structured to provide a comprehensive educational experience which begins with core modules that establish a solid foundation in each sector, followed by more advanced modules that build upon the learner's knowledge.  For example, a learner studying engineering will first learn about health and safety, engineering drawing, and basic hand fitting before progressing to advanced topics such as machining or computer-aided design.  This progression ensures that learners develop the fundamental knowledge, skills and behaviours needed before moving to more advanced subjects where the fundamentals are essential for progression.  For example, to machine a component a learner first must be able to read an engineering drawing and understand how to work safely in a high-risk environment; in plumbing, students start with basic pipefitting techniques before advancing to complex system installations. This approach not only reinforces learning but also enhances skill development. Although the quality of teaching and learning is good or better in most areas, those areas such as the Technical Academy must do more to prepare all students for exams and ensure right student right course.

The effectiveness of this sequencing is evident in the success of past learners. For example, graduates from the engineering program have secured roles in leading companies such as Alexander Battery Technology, Katmex, Philadelphia Structures, Sotech and Hydram, thanks to their comprehensive training and practical experience. Similarly, T Level learners from the building services program have demonstrated high competency in their field and have gained employment with employers where they have undertaken their work experience placement. This includes JW who progressed onto an apprenticeship with LW Plumbing and NH who has progressed onto an apprenticeship with Hartlepool borough council.

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. Significant investment in year led to the relocation of engineering facilities to the main Peterlee Campus with facilities further embedding work place practices so learners are day one work ready. 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 ground source 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.  

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.  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, rugby, basketball, boxing, dance and Cricket. All academy learners also have free access to a Physiotherapy service which supports their physical wellbeing and performance.  Enrichment opportunities are available to all learners across the two main college sites, in the form of Clubs and Societies.  Examples of such learner led clubs and societies are the Games club, the LGBTQ+ society, the Dungeons and Dragons club; and the Science Intervention club.  Furthermore, there are additional weekly open sports hall opportunities, where learners are able to, 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 the 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 exceptionally well both in class and around college. They are courteous, punctual, and they successfully develop good levels of confidence, 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 enter employment, has contributed to lower retention and achievement rates in some areas, including A Levels, the Technical Academy and several courses at Houghall. Some young people leave their programmes early to undertake full time work which was the main reason for leaving in 23/24. They can lose sight of their end goal or it can change and this has had an impact on retention of those aged 16-18. More work needs to be done to ensure students are aware of how the valuable range of transferrable skills they are developing can still facilitate progression to a wide range of destinations from their study programme.

The college provide exceptional pastoral support that has been increased to meet the needs of learners who struggle with mental health difficulties. The college now employs four staff as part of the Counselling Team. The Counselling Team continue 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 continue 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 have also delivered workshops to the Progression Coaches covering anxiety and self-harm. In addition to the DSL and safeguarding team, the Safeguarding Officer takes a lead on dealing with safeguarding and mental health concerns, 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 displaying badges on their lanyards so that they are easily identified.

How we aim to improve education programmes for young people

Managers must ensure that all students are challenged on their course choice during the application process and ensure they recruit with integrity to ensure right student right course.  Managers must undertake a review of our approach to student support to ensure that our resources support timely intervention for those students that need it most.

In 2023/24, 3028 college leavers were classified as adults at the start of their programme, which represents over half (51%) of all leavers. 41% of these learners studied at Entry level and level 1, 52% at level two (of which 724 were Distance Learning) and 7% at level three. Adults programmes are predominantly part-time with a small number of adults infilling into full-time courses.

How we achieved our Good  

Adult learning programmes at East Durham College are good. There are a wide range of programmes, designed specifically in line with the LSIP priorities and local and regional employer needs, to meet the needs of adults in our community to upskill and reskill through part-time vocational provision, employability programmes, in-work training, distance learning programmes and Access to Higher Education courses. 

There has been an increase in the breadth of adult provision in 23/24 in response to learner and employer needs. This has resulted in a range of additional courses in hospitality and tourism,  construction-based courses and horticulture.  

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. ESOL provision continued to grow in 23/24 with the curriculum diversifying to include more aspects of learning that would help learners integrate in their local community, this was based on local need and in response to feedback from key stakeholders, such as local authorities, community support groups and employers. As a result, adults that 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. An additional qualification that helps learners understand key aspects of UK law and culture was introduced to increase learners’ confidence with integrating into their new communities. 

Most adult learners (85%) achieve well across qualification types with the exception of Access and level two functional skills, with 65% of courses having a 100% achievement rate. This includes level 2 Barista Skills, Customer Services, Creative Crafts, Barbering, Nails, multiple flexible learning courses and Equine. Prince’s Trust also has 100% achievement for adults which is significant in helping to change the futures of the students who participate on the programme. Distance Learning (DL) programmes have an excellent pass rate of 99.9%, which is at the same level as 22/23.  Furthermore, retention in DL is continuing to improve and currently stands at 98%. Due to this, many members of the adult community who access the curriculum offer increase their social mobility, resilience, wellbeing, and in several instances break generational cycles of disadvantage. However, in Access the choice of course is an issue with national achievement rates being low for this and some achieving partially especially in nursing and midwifery. In functional skills some adults, although they achieve at level one, are not ready to take the level two programme. 

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 on 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. However, more work needs to be done to ensure that all adults on DL programmes are sufficiently challenged to recall and apply what they have learned in the workplace or in their everyday lives.  

Adult learners display exceptional learning and professional behaviours during their time at the college and they attend extremely well. Attendance and punctuality remain high at 90%. Areas with high levels of attendance include: King’s Trust, Initial Teacher Training and Construction. As a result, learners experience less missed learning and more learners remain on their courses, making progress towards their next steps.  

Access to HE learners benefit from using facilities that replicate industry environments including the use of very well-equipped laboratories for both chemistry and biology.  Learners frequently access a well stocked learning resource centre for assignment help and support which includes late opening times for evening learners.  Learners have close links with a lecturer for pastoral care, this is invaluable in maintaining support for adult learners and to quickly identify issues relating to attendance.  Where possible timetables for Access to HE learners are modified to accommodate learners needs, for example a minimum of one daytime and one evening session were available for psychology and biology, this enabled learners to build work patterns around their learning.  It is hoped this may be expanded to include other subject areas in the future. 

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 are very positive and highlight 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. Final Awards Board for Access to HE resulted in no actions or recommendations for the next academic year. 

Adult learners benefit from the effective use of teaching strategies that promote independent learning and critical thinking, as well as effective use of assessment that identifies gaps in learning and feedback that facilities the improvement of learner work.   External feedback on the use of assessment and feedback processes state that “Effective feedback provided to students, the tutors have given a feedforward 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 remain on programme achieve exceptionally well, with some subject areas achieving significantly higher than the national average.  However, too few students remain on programme in this area as a result of changes to financial (27%) or family circumstances (20%).

Learners are challenged and encouraged to achieve higher grades. This results in many learners progressing to higher education and positive destinations related to their aspirations. 84% of Access to HE Science learners progressed to Degree pathways which included paramedic sciences, pharmacy, dental hygiene and therapy, paediatric nursing. 100% of learners studying the humanities diploma progressed to HE. All learners on the Nursing and midwifery diploma had positive progression (HE, FE or employment), Degree pathways included midwifery, nursing (including ODP, paediatric, mental health, learning disability and adult), social work and psychology.  Cohorts in 2023/24 show a higher number of learners postponing progression to university due to financial reasons (12%).  

CASE STUDIES: Access to HE Nursing and Midwifery 

This learner had several years of experience working within the health sector as a care assistant and aspired to become a nurse.  After a shaky start to the course where this learner lacked self-belief and confidence, they excelled by achieving the majority of grades at Distinction across all areas of the course.  This learner also achieved 100% attendance on the course which was testament to their commitment to their studies.  This learner has progressed to their first-choice university where we would predict an excellent outcome. 

Supporting Teaching and Learning

Adult learners on vocational courses are challenged to achieve their career aim and are supported with multiple opportunities to support them with progression.  An example of this is where the majority of learners from the Supporting Teaching and Learning courses enrolled on personal development qualifications around their main aim.  This supported learners to reflect on their skills, plan for their goals and understand other factors that can impact on people in society, supporting their knowledge for the future workplace working with children and parents. Due to carefully planning and reviewing their achievements and support needs, 100% of learners on both the Supporting Teaching and Learning level 2 and 3 achieved their qualification. This personal development course was also offered to counselling students with one learner reflecting how completing these courses had supported them to gain a higher position in their workplace. Due to learners being encouraged to reflect on legislation and support organisations they had a good knowledge of PREVENT and used this in their interview.  This was commented on by his employer as a point of strength.   The learners on the Supporting Teaching and Learning courses were also given the opportunity to enrol on a free course for understanding specific learning difficulties.  This course was created in response to employer engagement and the increasing need in schools and nurseries for staff and students to be trained in this area. 53% of learners enrolled on Supporting Teaching and Learning Courses completed this qualification. One learner who had applied for jobs to work one to one with children with additional needs was declined from previous roles, due to the specific knowledge required. Following completion of this course alongside the Supporting teaching and learning programme she was successful in gaining employment working in a school with a child with special needs.  Our courses also support learners to develop confidence and self-esteem to succeed with courses offering a variety of starting points for learners to develop the knowledge, skills and behaviours they need to be successful. An example of this is a learner who had volunteered in schools for many years, however had not joined a course in this vocational area due to lack of self-esteem and confidence and being out of education for a substantial time. Joining the level 1 short programme for working in schools allowed her to be scaffolded into education and progress to level 3 and then paid employment. 

Although the cohort is very small (15), many adult learners who study maths and English achieve a pass, however more need to achieve high grades. The cohort size for GCSE maths has seen a significant decrease due to the increase in level two Functional Skills enrolments, which is now accepted by universities and employers.  The pass rate for adult learners at Level 2 maths is 22% above Pearson’s average for this type of cohort. The overall pass rate for L2 English is above both Pearson and the national average.  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.   

The development of ESOL qualifications has led to many students who have relocated to the local area developing a sense of community and feeling more confident in their interactions with others. Due to accessing the ESOL provision, several students are able to access other courses across the college widening their skills and experience for 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 up skill the current workforce of employers. Employer responsive provision has grown due to the strong skills links that are being developed. Numerous employer engagement events have taken place which have led to adaptations to the curriculum. Following this a 2D CAD course was designed for Sotech to upskill their staff in how to appropriately read plans that are used in the workplace.   

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 leading to 90% positive progression. 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 that intend to progress to university are actively encouraged to attend tutorial, maths and English to prepare them for their next steps.  Learners studying Access to HE benefit from initial comprehensive careers 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 all that learners are aware of the services which are available to them. 

At Houghall, learners have access to a variety 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 around 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.  

Adult learners progress exceptionally well into employment within the land-based sector as a direct result of their education with 60.7% progressing directly into work. For example, learners that 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 interest 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. For those adults who infill into full time programmes there is excellent progression to employment due to the embedded work related learning, one arboriculture student went to work at Newcastle council to be a climbing arborist; another secured employment with Avove to be a tree surveyor and someone else secured a job as a climbing arborist in Germany (Hamburg) due to specific work experience organised by the college. In land and wildlife a female student secured her dream job with the RSPB trapping stoats and undertaking surveys on Orkney and was also a finalist for a national land based award.  An adult learner who completed a part time level 1 course in carpentry secured employment at a company in Hartlepool called 'solid oak hardwood furniture' following on from their positive performance on the course.

Adult learners that study hair and beauty demonstrate excellent behaviours and attitudes towards learning and are motivated to achieve above and beyond the requirements of their qualification. For example, some adults on mainstream programmes attend a non-accredited additional qualification to enhance their CVs and improve their employability attributes. This also provides 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, barbering and land based have consistently high levels of success in regional and national competitions with students placing in the top three at every competition. 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 practise root tap, root stretch and balayage, which are not required until level 3. Learners studying level 3 beauty will practice use of photo light therapy, manual tanning and gel nails, which are all skills beyond the requirements of their qualification.  In land based students  develop their fitness skills and take part in pole climbing competitions at a national level with great success. 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 

• To further increase outcomes for adults on Access and level 2 functional skills.  Initial information, advice and guidance must be improved to ensure more retain and complete their programmes.

• To further enhance the marketing of personal development opportunities for adult learners on short part-time courses, managers and teachers should continue to implement strategies that increase the awareness of the additional activities and services that are available to learners during their time of study.  

• Ensure that all adult learners on distance learning programmes are sufficiently challenged to recall what they have learnt and then reflect on the application of this learning in the workplace.

In 2023/24 the college had 451 apprentices on roll with 172 leavers in year.  Of those who were leavers in 2023/24, 60% were on level two programs and 34.5% on level three, 5.5% of leavers were at L4 or above, an increase of 6% higher apprenticeships in this academic year.  Of 226 new starts in 2023/24 41% were 16-18, 13% were 19-23 and 46% were 24+ age at enrolment, this is a decline of 8% in 16–18-year-olds.   The areas with the largest number of starts are Land based Engineering, Team Leading, Health Care Scientist and Mortuary Technician. 

The range of apprenticeships offered are designed to meet local skills requirements, with the vast majority of starts being based in the North East region, and ensures current and future skills needs as defined by employers and the Northeast LEP are met.  This has resulted in an increase of new employers due to the improved offer, e.g. for the health science sector the introduction of Health Care Science and Mortuary Technician, the latter of which has now grown to provide national coverage to meet the needs and priorities of the NHS.  Where a small decline has been observed, in areas such as health care, public service, and areas of horticulture such as Golf Greenkeeping and Sports Turf, this is due to employers choosing alternative funding sources to access these qualifications. 

How we achieved our Outstanding

Managers plan a curriculum which responds to local employer demands and offer apprenticeships in most priority sector areas including health, engineering, science and construction.  Employers are consulted on the current and future offer and provide sector and industrial insight to ensure its relevance.  They regularly offer support and direction to the curriculum design and sequencing, to prepare apprentices for the world of work and to develop the new skills, knowledge and behaviours required by their chosen career path. For example, Land Based Engineering work very closely with both regional employers and national suppliers of farm machinery to ensure the curriculum includes the specialised knowledge and skillset required to excel.  In Health Care Science, six NHS trusts were part of an operational group to inform the sequencing of the programme.

Initial assessment and skills scans of all apprentices are robust and are supported by an employer ‘crib sheet’ which ensures the apprentice will cover the range of KSBs required of each standard and for the employer to confirm that the apprentice opportunity will give them the range of work duties needed to achieve end point assessment. Furthermore, the expected duration on programme is agreed based on experience of the apprentice (including prior knowledge and skills), the role to be undertaken by the apprentice, and the trainer coach’s insight into typical time on programme.  This results in 99.8% of apprentices being gateway ready within one month of their planned practical period, evidencing the effectiveness of this activity.

All apprentices benefit from individualised, logically sequenced training plans agreed with workplace mentors, which informs their training and individual start points before the program starts.  Curriculum sequencing allows apprentices to build on and rapidly develop their industry knowledge, skills and behaviours over time, relative to their individual starting points.   Delivery and training are tailored in agreement with the individual learner and employer requirements, for example learners on land-based apprenticeships are taught aspects of their program at a time of the year dependent on the season and weather conditions.  For example, the use and repair of machinery such as combine harvesters being a late summer task and turfing and resurfacing typically being a Spring and Summer activity.

Training plans also develop additionality to meet the employer and apprentice requirements where supporting qualifications, skills or knowledge are required.  For example, Arborist employers requested the enhanced First Aid +F which is above the requirements of the standard but is the accepted industry norm, thus ensuring apprentices and employers can be ‘day 1 work ready’. In Science Manufacturing we incorporate modules such as Lean 6 Sigma, 5S, Kaisan, Big Data and Continuous Improvement Techniques into the curriculum which are elements deemed industry standard and essential for these roles.  Consequently, in these examples and others, employers and apprentices’ benefit from a curriculum which is current, provides in demand skills, developing the apprentice to make rapid progress against knowledge and skills leading to mastery of their subjects.  Training plans are frequently revisited and checked during reviews which supports trainer coaches in identifying early if a learner is not making the expected progress.  This allows prompt intervention and support for the minority of apprentices, whilst ensuring the cause is pin pointed and corrected with employer engagement if necessary. 

All apprentices receive a comprehensive face-to-face or online 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, further developing a sense of belonging with the College.  Trainer coaches continue to develop apprentices’ wider skills throughout their apprenticeship, for example, they embed current issues to debate, to reinforce and challenge values around EDI, British Values and Prevent.  These programme requirements are reinforced by the introduction of a ‘standard specific’ handbook issued at enrolment, which underpins and explains the whole learner journey through to and including end point assessment.

All apprentices learn in calm, supportive environments allowing them to develop positive behaviours for success in learning and employment, and in specialist environments, such as manufacturing and engineering, behaviour replicates the level of professionalism expected in industry which helps learners to establish positive work skills. In lesson visits and walkthroughs apprentices are frequently observed exhibiting high levels of professionalism in classrooms and workshops and are expected to take responsibility for their own learning. When questioned all apprentices can effectively converse about aspects of their apprenticeship programme and job, including assessment activities and next steps. All apprentices have a sound understanding of their End Point Assessment (EPA) and feel well prepared for it. In surveys employers are confident that the training benefits their organisation (as recorded in the DofE Apprenticeship Survey service).

All trainer Coaches and teachers accurately assess apprentices’ knowledge and skills and provide helpful feedback to support improvement leading to high achievement rates. They use probing questions to test apprentices’ recall of key concepts. For example, teachers on engineering apprenticeships use feedback to help apprentices to work with precision when completing technical drawing. Learners and apprentices respond well to the feedback that they receive and make improvements to complete tasks to a high standard.  This develops mastery of the subject and skills which results in outstanding pass rates.  97% of those who complete their programme pass EPA with a first-time pass rate of 93%. High grades are very strong at 31% of those achieving, with four standards (Carpentry and Joinery, Early Years Educator, Sports Turf operative and Stockperson) achieving 100% high grades. 

Teaching within the curriculum areas is strong and effective, with examples of exceptionality which is reflected in our achievement rates and relates well to industry and the work-based assessment. Exceptionality can be seen in arboriculture, bricklaying, equine, engineering and healthcare science.  Apprentices learn practical skills which ensures they can contribute effectively to the business.  In horticulture apprentices are required to use and practice the Latin terms for the plants and trees that they encounter in their job roles and practice these through fun activities in the classroom and visiting different grounds to see a wider range of species.

Apprentices’ study and train in environments that replicate current and future industry practice, with teachers who are experts in their disciplines. College facilities are excellent, with dedicated workshops for areas such as land-based engineering, construction and arboriculture, with access to an aseptic clean lab for science and care apprenticeships. Our land-based engineering, arboriculture and engineering workshops have all been updated in 2023/24 and apprentices have access to state-of-the-art equipment and facilities whilst in college.  Apprentices are taught in a mature learning environment, by trainer coaches who all have dual professionalisms, excellent and up to date industry experience and an in-depth understanding of pedagogy. 

The responsive curriculum is effectively delivered by industry professionals who have worked in their sector for many years who participate in annual updating in the industry. For example, Sports Turf and Greenkeeping trainer coach not only works with his employers to remain current (such as irrigation systems in topflight football grounds), but still offers advice and support to them when on site. In Business Administration, trainer coaches spent two days back in a school office environment.  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.  Within college, CPD specifically targets development of teachers’ pedagogy and encourages new innovative methods to engage their learners, ensuring teaching learning and assessment strategies also remain up to date and relevant.

The large majority of apprentices (70.1%) achieve their programme with an achievement rate which is 12.3% above the national average and the third highest in the region. The exceptional initial assessment, individualised Training Plans, effective teaching and learning all contribute to these outcomes. 

The vast majority (90%) of apprentices asked stated that they felt very well supported throughout their apprenticeship, with 93% agreeing they are learning new skills and develop existing ones to prepare for their future career. Overall feedback is excellent with a maximum rating of 4 stars on the provider accountability framework.

Employers value their relationship with the college, and we receive frequent repeat business because of this.  This is particularly strong in horticulture, engineering and manufacturing, equine, early years and customer service. 

Employer and learner satisfaction is excellent, as recorded by our own surveys and that as reported by the gov.uk Apprenticeship Provider Service.  This feedback continues to showcase our high reputation for service and quality provision, which in some cases has led to direct approaches from employers out of area based solely on our reviews and reputation.

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EAST DURHAM COLLEGE - training provider (education.gov.uk)

Leaders and managers use the employer feedback to ensure that the teaching of relevant skills and how they are taught, for example bespoke onsite delivery for cohorts of Team Leading and hybrid learning for the NHS.        

Employers support our delivery by facilitating visits to their premises, which exposes apprentices to a wider range of working environments. For example, apprentices who study Sports Turf in a cricket ground, visit professional football clubs to view irrigation systems, which broadens their knowledge of maintenance requirements of sports pitches. Apprentices who study engineering visit other industry leading businesses such as Hydram and Nissan to look at other working environment 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. 

The vast majority of apprentices inhibit strong levels of personal development and are frequently seen taking responsibility for their own learning and development. For example, when a learner missed the last session, they accessed the subject Teams site to get caught up independently which meant that they could participate in the following session without any issues or missed learning. Apprentices also access a Teams page that links to wider skills and services (such as counselling) which apprentices find valuable. 

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Apprentices receive extensive support and guidance on personal development which takes a holistic approach, the teacher recognises females in industry and creates an inclusive environment.  In OFSTED inspection it was noted that ‘apprentices that are physically active benefit from the trainer coach’s recipe cards with appropriate protein content to support longevity of career’. When another trainer coach discussed an example of white finger, they gave tools and strategies framed with sector norms to help keep themselves safe.  Apprentices were seen to value their own education and development, exhibited by examples of learners bringing intelligence into the classroom allowing for knowledge exchange which fosters mutual respect.  Apprentices Personal Development is strong, with many making progress at their workplace and the awarding of accolades and offers of new positions and promotions on completion.  One apprentice, Faye Carr, achieved a Highly Commended award and the prestigious NE Apprentice of the Year ceremony.  In curriculum areas such as Construction, Engineering and Hairdressing apprentices benefit from engagement with inter college skills competitions developing further their resilience and skill development.

Overall apprentice behaviour is excellent, and apprentices demonstrate exemplary attitudes to their education and training across all apprenticeships. Apprentices take responsibility for their own learning and development which is monitored through regular 10-week reviews which consider the progress, wider skills and welfare of the learner through their apprenticeship.  As a result, progression into employment is high with 96.8% of apprentices being retained in employment upon successful completion of their apprenticeship. A further 3% progressed into further training contributing to 99% positive destinations.  In a recent Ofsted inspection, it was noted that progress reviews were of the highest standard ever seen by that inspector; by carrying out in depth progress checks with apprentices and their employers, this results in positive outcomes.

How we aim to further improve apprenticeships:

Work with Trainer Coaches in a small minority of areas to identify what exceptionality looks like and develop CPD to improve consistency where provision is good but could be improved, this is mainly within the service areas of business administration and customer service.

The college has the largest number of high needs learners of any post-16 provider in County Durham, in 2023/24 there was 131 commissioned High Needs places and 270 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 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 exceptional 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 who provide advice which ensures learners are able to build upon their prior attainment in an individualised manner. As a result, pass rates are very high at 99% and 96% of students within Foundation and Derwent go on to achieve positive destinations including employment. Pass rates have remained very high however retention has been lower in recent years due to the nature of EHCP referrals and the college being mandated to take students where we have previously declined due to not being able to meet needs.  Conversations continue with the local authority to ensure they understand our provision and to try and influence more realistic referrals.

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 which 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 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 relates 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 which emphasises revisiting, repeating, and reviewing previous learning to aid memory retention. Changes made to the qualifications meant that units could be chosen to meet skills gaps. Foundation qualifications are 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, 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 which prepares learners for progression into paid work or Supported Internships. The new Occupational Studies 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 14 who have secured a Supported Internship.

In the 2023/24 academic year, Supported Internships were successfully reintroduced, with 14 learners participating in a diverse range of work placements. Ensuring the quality of the programme has been a priority, particularly in providing interns with meaningful workplace experiences and facilitating a smooth transition into employment. Significant effort has been dedicated to appropriately matching interns with suitable placements, and all staff involved in the programme have undergone training in Supported Employment Techniques and Systematic Instruction. This training has enabled the team to work closely with both interns and employers to secure the most suitable placements. All interns achieved their EHCP outcomes and progressed positively with all either in employment (80%) or volunteering (20%). 

In addition to this success, we have established strong relationships with both local and national employers and stakeholders, which has enabled us to share the achievements of our programme. These partnerships have supported the growth of the Supported Internship programme in 2024/25, expanding from 14 to 19 interns. We are proud to have developed partnerships with national employers such as Asda and the Wildfowl & Wetlands Trust (WWT), as well as local businesses like Sotech, a manufacturing company, ensuring a broad range of high-quality placements for our interns.

In the 2023/24 academic year, the Inclusive Learning department has continued to strengthen employer partnerships, creating opportunities that benefit all learners within the department. Our collaboration with Northumbrian Water has expanded, resulting in five internship placements across customer service, IT, HR, and countryside management.

Additionally, we have fostered a strong partnership with Sotech Optima, which has offered an internship placement in manufacturing, as well as office-based work experience for Foundation learners. Sotech has also provided learners with a comprehensive tour and an insightful overview of the various roles within a manufacturing company.

In 2023/24, we established an Employer Forum, bringing together our employer partners on a quarterly basis to discuss regional skills gaps and strategies to address them. The insights gathered from these forums have been integrated into our curriculum, ensuring that our learners are equipped with the skills most in demand by employers.

Throughout 2023/24, tailored CPD was delivered to all departments by the Curriculum Manager of Inclusive Learning, the additional learning support team and the Quality team. 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 form 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 use of dual coding to support cognitive load, and memory retention. A consistent approach to lesson structures within Derwent and Foundation helps support learners. They benefit from a visual breakdown of the lesson through 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 when, creating 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 organisations 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 improved 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.

The updated curriculum offer in 2023/24 has had a positive impact on 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 mainstream are very well prepared for their next steps, with 27 learners in 2023/24 securing places on their first-choice courses including Animal Care, IT, Art and Design, Catering, Foundation learning and Supported Internships.

Learners have been provided with a fantastic opportunity to learn about their local area. During 2023/24 a new partnership with East Durham Trust meant learners and the team had an overview about help available for residents in East Durham along with volunteering opportunities. This has helped to inform the curriculum, ensuring that the college continually adapts and improves its SEND provision based on real needs. It has also helped to strengthen connections with the local communities and organisations, facilitating outreach and support for learners and their families. We are looking forward to working together and raise further awareness about SEND issues within the community and advocate for more inclusive practices, helping to create a more supportive environment for young people. Whilst also sharing further resources, including specialised training for staff, materials, and funding for specific programs that benefit young people with SEND. 

How we aim to be Outstanding 

We must ensure that quality first teaching is promoted across college so that all students with High Needs receive the very best teaching which includes learning strategies and on-going formative assessment to enable them to achieve and progress. Quality first teaching must also include a clear role and purpose for all classroom support staff.