Further education sector improving
Strong leadership and vision, challenging aspirations and targets, and a thorough process of progress monitoring and self-assessment: these are just a number of 
ways colleges can raise the bar and work towards achieving outstanding status.
The recently published Ofsted report, How colleges improve: a review of effective practice, finds that the further education sector is improving. Over 60% of colleges are now considered good or better, up from just under 50% in 2001–2005.
The leaders in colleges with a clear vision and mission were strong, decisive and, often, inspirational
Key findings
While no single strategy for improvement is expected to hit the mark for all colleges, the report identifies features common to all colleges that successfully lifted their standards between their first and second inspections, from inadequate to good, or from satisfactory or good to outstanding. It also identifies several factors which appeared to hold back progress in those colleges which didn’t improve their performance over the two cycles of inspection.
The report finds that a clear vision and mission, promoted throughout the college by positive and supportive leaders, is central to improving learners’ skills and achievements. The leaders in colleges with a clear vision and mission were strong, decisive, and often inspirational.
Rather than just settling for good, staff and learners strive for excellence, in an environment that supports professional development through well-conceived arrangements for lesson observation linked to the updating of teachers’ skills.
Furthermore, across-the-board monitoring, evaluation and observation of performance is paramount. Ambitious yet realistic targets for retention, attendance and pass rates need setting, while well-informed governors need to challenge managers on the college’s performance on a continuing basis.
Poor governance and management, and a lack of communication about strategic direction, are at the heart of most weaknesses in underperforming colleges
Although strong direction and leadership is vital to improvement, the report finds the lack of a long-term or coherent strategy is common in those colleges showing a lack of progress. Poor governance and management, and a lack of communication about strategic direction, are at the heart of most weaknesses in underperforming colleges.
Also, colleges struggle to meet higher standards if they don’t self-analyse, promote social inclusion, or critically review and refocus their curriculum to the needs of students.
Christine Gilbert, Her Majesty’s Chief Inspector, said, ‘It’s a promising sign that, overall, the further education sector is improving. Many of the case studies found in this review have shown ambitious vision and strong leadership to rapidly improve their standards between Ofsted inspections. I hope they are a source of inspiration to other colleges that still have a way to go in improving their performance.’
‘It’s crucial, however, that we’re also aware of why some colleges haven’t been improving. This report also considers a number of case studies of colleges that have shown little progress, which helps us identify those that are impeding change as well as those that are fundamental to improvement,’ added Ms Gilbert. ‘These recommendations could be a useful checklist when it comes to raising standards in all colleges.’
Recommendations:
Governors and managers of colleges should use the checklist in the report How colleges improve: a good practice review, to review their strategies for improvement.
The Department for Innovation, Universities and Skills, together with the Learning and Skills Council, should consider what arrangements are needed to support college governors in their duties.
The full report can be viewed at this following link
