Chesterfield College told it must improve by Ofsted

Chesterfield College bosses say an ‘improvement strategy’ is already in place after a critical Ofsted report.

Monday, 27th January 2020, 11:45 am
Updated Tuesday, 28th January 2020, 11:17 am

Inspectors found students ‘do not always receive high-quality training’ at the college and it has been rated as ‘requires improvement’ overall for the second full inspection in a row.

Principal and chief executive Julie Richards said ‘significant progress’ had already been made to help students and apprentices ‘flourish and prosper’.

“Our staff work hard to ensure students make good progress, have a positive experience while studying here, and leave us with the skills they need for employment or further studies, including attending top universities across the UK,” she said.

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Chesterfield College has been told it requires improvement by Ofsted.

“Last year, over 98 per cent of our students and apprentices moved on to a positive destination after completing their programme of study.

“The college is placed joint fifth in a national league table based on Department for Education survey data for student and employer satisfaction and positive destinations following study.”

Lead inspector Sambit Sen visited the school in November 2019 and the report was published on Friday (January 24).

Julie Richards, principal of Chesterfield College.

“Learners with high needs do not receive personalised training that meets their learning needs,” the report says. “They are not actively encouraged to learn to live independently.”

There was also criticism of the college’s leadership and a failure to improve the quality of education for young people.

Inspectors said: “For example, in construction, English, mathematics and A-level provision, achievement rates have declined. Leaders have taken appropriate actions to tackle staff shortages and recruitment issues. It is too early to measure the impact of these on learner experience.”

However, there was praise for the college’s links to the community.

“Leaders and managers work very well with local employers to develop relevant courses and meet local skills needs,” the report adds.

“For example, the area has a shortage of skilled bricklayers and site carpenters. Managers and teachers developed appropriate courses to meet this need.”

Safeguarding at the college is also described as ‘effective’, and leaders and managers promote learners’ health and well-being well.