Derby College, Derby

What is it like to be a learner with this provider?

Most students and apprentices study in environments that are welcoming and well resourced. They enjoy their studies, develop new knowledge and skills, and feel prepared for their futures. For example, level 3 uniform protective services students undertake activities with professional resources, such as speed cameras, hazmat suits, casualty evacuation manakins and camouflage gear. This helps them consider and prepare for jobs they might want after their studies. Leaders, working with employers, ensure most apprentices develop their skills on an extensive range of specialist equipment. Level 3 engineering technician apprentices use simulated engine rigs to practise tasks before they work on a real jet engine. This supports them to complete work that meets fine industry tolerances.

Students on education programmes for young people benefit from opportunities to connect with their local community. For instance, level 1 bricklaying students help to refurbish a local church. These activities encourage students to contribute positively to society and supports them to develop essential skills, like teamwork and communication. Young students demonstrate positive behaviours. Staff frequently reinforce key messages, such as the importance of respecting each other, and working together in lessons. Most young students attend their courses well. In a very few cases, students' attendance is not consistently high, for example, in GCSE mathematics.

What does the provider do well and what does it need to do better?

Leaders carefully consider how to meet the needs of the students, apprentices, employers and communities they serve. For example, young students who struggle with mainstream education, study non-accredited vocational courses to develop their personal, social and employability skills. This allows them to progress to more challenging accredited courses. Leaders work proactively with employers to offer apprenticeships in areas of local skills shortage, such as those in the aerospace industry.

In most cases, staff appropriately select and order the specific curriculum content that students and apprentices need to know for their next steps. For example, health and social care teachers appropriately identify topics that need to be taught and revisited over time, such as body systems. Staff at a subcontractor, Skills College UK Limited, plan the level 2 NVQ in rail engineering track maintenance curriculum very well. Staff think carefully about how to build students' mathematical skills over the duration of the course. However, for a few students with high needs, this is not always the case. For example, supported interns unnecessarily repeat a few topics they already know from the pathway to working life and work ready courses.

Quality of education, Behaviour & attitudes, Personal development, Leadership & management.

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