A comprehensive collection of comments about the use
of Information Learning Technology (ILT), including
Virtual Learning Environments (VLEs), in
Further Education (FE) and Sixth Form College
Ofsted Reports from inspections carried out in 2010
Licence Details
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available free of charge and is distributed under the following “Attribution-Non-Commercial”
Creative Commons license.
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You are therefore free to share and remix this work for non-commercial purposes provided
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Errors & Omissions
Whilst every effort has been made to ensure the accuracy of the information supplied herein,
the author cannot be held responsible for any errors or omissions.
Any significant errors or omissions can be reported to: info@judgesconsulting.co.uk
Please note that since this report was first written Ofsted have updated their website so that
since August 2011 hyperlinks to college reports may have changed, where possible these have
been updated. Please also note that some further monitoring reports and reinspection reports
may have been completed since each of the original inspection reports were completed.
Acknowledgements
This report contains public sector information licensed under the Open Government Licence
v1.0 and the author gratefully acknowledges the source of comments as Ofsted
(www.ofsted.gov.uk).
About The Author
Jim Judges is a Freelance eLearning Consultant with over 14 years
experience as a lecturer working in both Further and Higher education. He
has worked as a Senior Lecturer & Partnership Manager in Post-Compulsory
Education, as a JISC RSC eLearning Advisor and as a Lecturer and Teaching
& Learning Development Manager in a large FE college. He has been using
Moodle to support teaching & learning for the last 5 years.
In addition to general eLearning consultancy, keynote presentations, workshops & training, Jim
specialises in the use of Moodle and is available to support the effective use of online learning.
He spends some of his time as an eLearning Associate supporting the work of The University of
London Computer Centre (ULCC) and since March 2011 has been acting as a tutor delivering a
popular “Introduction to Moodle 2.0” online course.
More information and contact details are available here: www.judgesconsulting.co.uk
Jim Judges
www.judgesconsulting.co.uk
2
Contents
Introduction
5
ILT Comments from Inspection Reports
Aylesbury College
Barnsley College
Barton Peveril College
Bexhill College
Bolton College
Brooksby Melton College
Christ the King Sixth Form College
City College Coventry
City College Birmingham
City of Bath College
City of Bristol College
City of Sunderland College
City of Westminster College
Cornwall College
Craven College
East Norfolk Sixth Form College
Epping Forest College
Grantham College
Great Yarmouth College
Greenwich Community College
Hackney Community College
Hadlow College
Harlow College
Hartlepool Sixth Form College
The Henley College
Herefordshire College of Technology
Hereward College
Hugh Baird College
Huntingdonshire Regional College
John Ruskin College
King Edward VI College Nuneaton
Kingston College
Leeds College of Building
Leyton Sixth Form College
Lowestoft College
Ludlow College
Myerscough College
North East Surrey College of Technology
North East Worcestershire College
North Hertfordshire College
North Lindsey College
North West Kent College of Technology
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Norton Radstock College
Orpington College of Further Education
Portsmouth College
Prior Pursglove College
Queen Mary's College
Reaseheath College
Redbridge College
Richmond Adult Community College
Riverside College Halton
Salford City College
The Sheffield College
Shipley College
Solihull College
South Birmingham College
South Leicestershire College
South Worcestershire College
Southwark College
St Brendan's Sixth Form College
St Mary's College
Stockton Riverside College
Stockton Sixth Form College
Telford College of Arts and Technology
Thames Valley University
Thanet College
Wakefield College
Walford and North Shropshire College
Waltham Forest College
Warrington Collegiate
West Cheshire College
West Herts College
West Suffolk College
West Thames College
Weymouth College
Wigan and Leigh College
Wirral Metropolitan College
Woking College
Appendix: Using Technology to Support Learning & Teaching
Jim Judges
www.judgesconsulting.co.uk
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Introduction
This report provides a compilation of comments related to the use of
Information Learning Technology (ILT), including the use of Virtual Learning
Environments (VLEs), from 78 Further Education (FE) and Sixth Form College
Ofsted reports from inspections carried out during 2010.
For each college the report attempts to capture the majority of comments from
the main inspection report as well as comments from individual subject areas
related to the general use of technology. The main comments related to “ILT”,
“technology”, “VLE”, and “Virtual Learning Environments” have been captured.
Some further comments about the general college-wide use of computers, and
other ILT resources have also been included. Wherever possible comments are
provided as they appear in the original inspection report. In some instances
additional information is provided to clarify the context of each statement. The
inspection grades are included for reference and the link to the original report
is also provided.
The “Handbook for the inspection of further education and skills from
September 2009” (Ofsted, 2010) clearly identifies evidence related to the use
of technology that should be considered by those involved in inspection.
Inspectors are expected to evaluate the extent to which “technology is used
effectively to promote and support learning, where appropriate”. In addition
the report “Virtual learning environments: an evaluation of their development
in a sample of educational settings” (Ofsted, 2009) also outlines a number of
recommendations related to the implementation and development of a VLE.
(Further details about these expectations and recommendations are outlined in
the appendix).
The number and depth of comments related to ILT varies between inspection
reports. However, without exception every report appears to contain some
reference to the use of technology to support teaching. ILT and more recently
the use of a VLE is no longer seen as an optional extra. For example, In
addition to positive comments such as “Learners speak positively about how
they use the VLE to catch up on missed work or to find extra resources to
support their learning” more critical comments include “The college’s virtual
learning environment (VLE) is underused; many staff do not have the
appropriate skills to develop e-learning further”.
ILT comments crop up regularly in ‘What learners like’ and ‘What learners
would like to see improved’. In addition to a few comments related to online
resources and the VLE, the most common technology-related comments from
learners relate to a request for “more computers for open-access study”.
The increasing focus on technology for effective and engaging teaching,
coupled with a general rise in its availability and use means that the profile of
ILT continues to grow. As this report shows, whilst there is much good practice
to celebrate, in many instances there is still a long way to go until technology is
used in an effective and consistent manner across all areas of the curriculum.
Jim Judges
www.judgesconsulting.co.uk
5
Aylesbury College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
2
3
3
2
2
2
Inspectors found good examples of students using information and learning
technology (ILT) in lessons to research from the internet or to direct their
own learning successfully through online study materials, supported by their
teachers. Students say they find this an enjoyable and effective way of
learning. However, the extent to which teachers use ILT to enhance
teaching and learning is variable across the range of curriculum areas and
not all teachers use it to a consistently good standard.
Lessons are well paced and purposeful. However, insufficient use is made of
ILT to enhance learning.
Make greater and more effective use of a range of ILT techniques in order
to enhance further students’ enjoyment of lessons and their learning.
Aylesbury College Inspection Report 5/3/2010
http://www.ofsted.gov.uk/provider/files/970589/urn/130607.pdf
Jim Judges
www.judgesconsulting.co.uk
6
Barnsley College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
1
1
1
1
1
1
2
Teachers use a wide range of teaching and learning methods, although a
few do not make best use of information and learning technology (ILT) to
enhance learning.
Good ILT resources are widely available and used well; in a few areas
teachers’ lack of confidence and expertise in using ILT limits its
effectiveness.
Some teachers make good use of ILT, using interactive software supported
by clear handouts. For example, in one lesson students were able to see a
running engine graphically presented and the effects of increasing speed on
engine components. However, teachers used ILT less effectively in several
lessons.
Improve the use of interactive teaching technology to secure stronger
engagement of students in lessons by more sharing of good teaching and
learning practices.
Development of students’ knowledge and skills is very good. They make
very good use of ILT in carrying out independent research.
(Sport & Leisure)
Teachers use ILT effectively for explanations, demonstrations, the sharing
of learning objectives and quizzes. Some learners enthusiastically take up
opportunities to use computers and interactive whiteboards.
(Literacy, Numeracy, ESOL)
Learners email work to assessors who provide prompt and constructive
feedback, which learners value. Staff have started to make more use of the
college’s virtual learning environment for work-based learners. Portfolios,
including e-portfolios, are high quality and well presented.
(Business employer-responsive provision)
Barnsley College Inspection Report 5/11/2010
http://www.ofsted.gov.uk/provider/files/1444257/urn /130524.html
Jim Judges
www.judgesconsulting.co.uk
7
Barton Peveril College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
2
1
2
2
Resources to support learning are good. Information and learning
technology (ILT) is used routinely in lessons and provides students with
regular access to internet-based resources such as topical thoughtprovoking video clips.
Information and learning technology is used effectively to benefit learning.
(Science)
Barton Peveril College Inspection report 5/2/2010
http://www.ofsted.gov.uk/provider/files/970605/urn/130701.pdf
Jim Judges
www.judgesconsulting.co.uk
8
Bexhill College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
Teachers and students have good access to high-quality resources. The
provision of interactive learning technology, and its use by teachers, has
improved considerably since the previous inspection. However, not all
teaching rooms are fully equipped yet and teachers are not all accomplished
in its effective use in teaching and learning.
Fully implement the college’s strategy for interactive technologies and their
use to improve teaching and learning further.
The use of interactive technology in lessons
(What learners like)
Provision of interactive learning technology has improved and 60% of
teaching rooms are now equipped. The college plans full coverage, with
training for staff, within the next three years. The college’s recently
upgraded virtual learning environment is used increasingly by teachers and
students, but staff do not yet make sufficient use of it in assessments or to
plan learning, set targets or review students’ progress.
Improve the use of learning technology and the range of activities used in
lessons in order to help those learners who are struggling and to challenge
the more able.
(Health & Social Care)
They make good use of information technology and provide suitable
activities and resources on the college’s virtual learning environment for
later reference.
(Crafts, creative arts and design, and media and communication)
Teachers use interactive technology effectively to add pace and interest and
students make good use of laptop computers to help their learning.
(Social Sciences)
Bexhill College Inspection report 5/11/2010
http://www.ofsted.gov.uk/provider/files/1549937/urn/130670.pdf
Jim Judges
www.judgesconsulting.co.uk
9
Bolton College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
Information learning technology (ILT) is used well and sometimes very
imaginatively. A minority of staff do not use ILT effectively to enhance
learning.
Continue to support staff to develop their skills in applying ILT to enhance
teaching and learning sessions.
Learners benefit from the considerable investment in ILT. Staff training in
how to use it well to support learning is good.
ILT is used to good effect, with examples of highly imaginative use. In a
lesson where computers and interactive whiteboards were not available,
mobile phones were used to download information from web sites to
support learning. In a minority of subject areas, resource limitations and
lack of staff expertise in the use of ILT hampers learning.
The use of ILT provides satisfactory variety and interest in lessons. Effective
use is made of the virtual learning environment to support learning.
However, a minority of tutors only use ILT as a method of displaying class
notes, which adds little to promote learners’ interest.
Extend ILT facilities to give learners a wider range of learning activities and
resources in lessons. (Catering & hospitality)
Bolton College, Inspection report 10/05/2010
http://www.ofsted.gov.uk/provider/files/973609/urn/130495.pdf
Jim Judges
www.judgesconsulting.co.uk
10
Brooksby Melton College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
3
In the less effective lessons, learners have insufficient challenge and
inspiration to progress rapidly and do not benefit sufficiently from
interactive information and learning technology (ILT).
Improve the pace and range of stimulating learning activities and the
interactive use of ILT, so that learners are challenged and motivated to
learn and progress.
The minority of very effective lessons include good classroom management,
a variety of tasks, a high level of challenge and good use of ILT. However,
too many lessons are satisfactory. These lessons use unimaginative
approaches to teaching and often lack pace and challenge.
Information and learning technology (ILT) is under used in theory sessions.
ILT is only available in a few classrooms and teachers often lack the
confidence and skill in the use of these resources to create dynamic and
interesting learning environments. They often resort to traditional teacherled strategies that fail to capture learners’ interest fully.
The use of information and learning technology to aid learning varies. Some
teachers have high skill levels and use these well, but others lack ability and
confidence.
Develop teachers’ confidence and skill in the use of information and learning
technology to ensure they can use a wider and more varied range of
learning resources.
Brooksby Melton College, Inspection report 1/02/2010
http://www.ofsted.gov.uk/provider/files/970679/urn/130754.pdf
Jim Judges
www.judgesconsulting.co.uk
11
Christ the King Sixth Form College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
1
1
1
1
Information learning technology is often used well to enhance learning.
Teachers make good use of information and communication technology
(ICT) to enhance learning
Teachers make particularly effective use of ICT to stimulate debate, engage
students’ interest and aid understanding
The number of computers available as there are not enough at peak times.
(What learners would like to see improved)
Information learning technology is used well in science lessons.
(Science and mathematics)
Teachers use good learning resources and technology to support student
learning.
(History, philosophy and theology)
Students use information and communication technology with ease and to
good effect.
Lessons are fun. Excellent use is made of information learning technology to
enliven lessons.
Resources for information learning technology are of a high standard.
(Business, administration and law)
Christ the King Sixth Form College, Inspection report 11/05/2010
http://www.ofsted.gov.uk/provider/files/973661/urn/130416.pdf
Jim Judges
www.judgesconsulting.co.uk
12
City College Coventry
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
2
3
2
3
3
3
In many lessons the frequent use of information and learning technology
(ILT) works well. Teaching areas are well resourced and teachers develop
very good working relationships with learners.
Good lesson planning and classroom management; effective use of ILT and
clear direction from teachers, using tasks and activities designed to stretch
learners of different abilities well, are features of the large majority of
lessons.
Learning resources and accommodation are good. ILT is used very
effectively to enhance learning. Learners benefit from some excellent
resources on the college’s virtual learning environment. However, not all
courses have developed a sufficient range of these resources.
(Hairdressing and beauty therapy)
Effective use is made of ILT to enhance learning.
The provision of information and communication technology has increased
with additional resources made available in the current year.
(Business, administration and law)
Teaching areas are well equipped and there is good use of information and
communication technology.
(Engineering and motor vehicle)
City College Coventry, Inspection report 01/03/2010
http://www.ofsted.gov.uk/provider/files/970681/urn/130473.pdf
Jim Judges
www.judgesconsulting.co.uk
13
City College Birmingham
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
3
In the best lessons, students enjoy the wide range of interesting activities
and make good progress. Their use of varied electronic sources of
information aids learning.
Teachers use information and learning technology (ILT) interactively and
imaginatively to help students to understand new topics.
In the less effective lessons, teachers speak excessively and do not
challenge or motivate students. Teachers do not use ILT effectively to aid
learning and add interest.
The use of technology is often effective and helps students to enjoy
learning, especially when it is interactive and contains links to different
types of media. The content and use of the virtual learning environment are
good in certain areas, but underdeveloped in others.
ILT is used particularly well to promote learning
(ESOL)
Teachers are highly qualified and IT resources are used imaginatively.
Students use personal computers and interactive whiteboards effectively to
demonstrate their knowledge and skills.
Safeguarding is promoted to students during their induction and literature is
displayed in all IT classrooms.
(ICT)
City College Birmingham, Inspection report 08/11/2010
http://www.ofsted.gov.uk/provider/files/1446657/urn/130465.pdf
Jim Judges
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14
City of Bath College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
2
3
3
2
2
2
Information learning technology (ILT) is not used enough to make learning
more effective and exciting. The college is well equipped and has provided
many supportive training opportunities to help teachers use ILT well. These
actions have not had sufficient impact. Much of the equipment and the
virtual learning environment is underutilised or not used imaginatively.
Ensure that lessons meet the individual needs of students by providing
appropriate interest and challenge to stimulate students’ ambition well.
Incorporate ILT into lessons appropriately.
(College needs to do to improve further)
Much technology is available to aid learning, and the college provides many
helpful initiatives to help staff to use ILT well. While there are good
examples of it being used to support and enliven learning, it is not
sufficiently widespread. The virtual learning environment is satisfactory and
is being further developed. The college is piloting the use of a social
networking site to improve communication and support for students.
Information learning technology (ILT) is not used enough to make learning
ore effective and exciting. The college is well equipped and has provided
many supportive training opportunities to help teachers use ILT well. These
actions have not had sufficient impact. Much of the equipment and the
virtual learning environment is underutilised or not used imaginatively.
Information learning technology is not used often enough to promote
learning in lessons. Teaching rooms have appropriate equipment and the
college offers development courses for staff; however, most hairdressing
and beauty teachers have not taken up this training.
Increase the use of information learning technology to enhance learning in
lessons by ensuring that teaching staff have the necessary skills to use it
effectively.
(Hairdressing and beauty therapy)
City of Bath College, Inspection report 25/01/2010
http://www.ofsted.gov.uk/provider/files/970593/urn/130558.pdf
Jim Judges
www.judgesconsulting.co.uk
15
City of Bristol College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
Teachers use information learning technologies (ILT) successfully in many
lessons. However, in too many lessons teachers do not provide sufficiently
challenging tasks for a wide range of abilities.
Inspectors found good use in many lessons of ILT, including web-based
resources and examples of very effective use of Blackboard to enable
learners to work independently.
Many learners use the ILT as part of the numeracy and literacy lesson
activities.
Learners are well prepared for the workplace and are able to demonstrate
the confident use of information technology and communication skills.
The use of learning technology enhances learning.
(Business, administration and law)
Learners take pride in their work and use their information technology skills
well to further enhance the presentation of their work.
(Health, social care and childcare)
City of Bristol College, Inspection report 18/01/2010
http://www.ofsted.gov.uk/provider/files/970587/urn/131094.pdf
Jim Judges
www.judgesconsulting.co.uk
16
City of Sunderland College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
2
1
1
1
The use of information and learning technology (ILT) to support learning is
good. Staff and learners use interactive white boards and the college’s
virtual learning environment well to improve learning, assessment and
teaching. Social science, construction, and information technology learners
use technology extensively to support learning.
Learning technologies, including the use of interactive whiteboards and the
college’s virtual learning environment, effectively support teaching and
learning.
(Construction, planning and the built environment)
Effective use is made of ILT in many social science classes and learners are
adept at using the intranet and internet to carry out research and produce
assignments.
(Social sciences)
In workshop-type sessions, where learners are working on the computers,
they are not set individual targets for the session and proceed at a slower
pace.
The college’s virtual learning environment is used extensively to support
learners in the college and for those on distance learning courses. Learners
make appropriate use of it to support and extend their learning. Learners
are given instructions on safe use of the internet and in lessons learners use
it with skill, and appropriately, to research and obtain information.
(Information communication technology)
City of Sunderland College, Inspection report 25/01/2010
http://www.ofsted.gov.uk/provider/files/970943/urn/131347.pdf
Jim Judges
www.judgesconsulting.co.uk
17
City of Westminster College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
3
Students are beginning to make good use of the virtual learning
environment (VLE) to use materials and to view their individual learning
plans. However, teachers do not use technology effectively to make lessons
more interesting and enjoyable.
More computers for open-access study
More teachers using the VLE.
(What learners would like to see improved)
Add variety to lessons by ensuring teachers have well developed e-learning
skills and are sufficiently confident to use this technology.
(Construction)
Staff and learners have access to the college VLE system and learning
activities and links are available to enable some research activity to take
place. However, the VLE is under used at present and not all classrooms
have access to the VLE system.
Develop teaching and learning opportunities on the VLE. Develop the
confidence and expertise of all tutors in the effective use of the VLE and
information learning technologies, to give learners more variety in lessons
and to enable them to do more research and independent learning activities.
(Health, social care and child care)
City of Westminster College, Inspection report 08/02/2010
http://www.ofsted.gov.uk/provider/files/970669/urn/130423.pdf
Jim Judges
www.judgesconsulting.co.uk
18
Cornwall College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
2
2
2
2
(In the most effective lessons) Information and learning technologies are
used imaginatively to promote learning.
Access to computers during lessons.
(What learners would like to see improved)
The use of information and learning technology is underdeveloped.
Develop the use of information and learning technology to support a wider
range of individualised activities and assessment strategies for learners,
both in college-based lessons and in the workplace.
(Health, public services and care)
In the best sessions technology is used effectively to enhance learning.
(Land-based studies)
Information and learning technology is used effectively in many lessons.
(Visual arts & media)
Teachers make insufficient use of information and learning technology in
sessions; too often it is only used for presentations. The virtual learning
environment is mainly used as a repository for paper-based learning
materials rather than as an interactive tool for learning.
Develop the resources on the virtual learning environment and support
teachers to use information and technology appropriately to enhance
learning.
(Business, administration and law)
Cornwall College, Inspection report 10/05/2010
http://www.ofsted.gov.uk/provider/files/973541/urn/130627.pdf
Jim Judges
www.judgesconsulting.co.uk
19
Craven College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
Access to and reliability of information technology (IT) (What learners
would like to see improved)
Information technology and the college’s virtual learning environment are
used imaginatively to extend learning.
The monitoring of learners’ progress is generally satisfactory with most
subject areas starting to utilise the college’s online individual learning plan
and course performance tracker.
Information and learning technology are used effectively and learners
benefit from the experience their teachers have of industry.
Specialist resources and accommodation are good; they are respected by
learners and well maintained, though there is some disparity between the
access to information and learning technology between courses.
Review the allocation of resources to specific programmes so learners on
different courses have the same high levels of access to specialist
information and learning technology equipment.
(Arts, media and publishing)
Craven College, Inspection report 11/10/2010
http://www.ofsted.gov.uk/provider/files/973541/urn/130627.pdf
Jim Judges
www.judgesconsulting.co.uk
20
East Norfolk Sixth Form College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
3
2
2
2
2
3
Information and learning technology (ILT) is used to very good effect in
some subjects to augment teaching and learning, although this is not
consistent across all subjects.
In the best lessons, a variety of approaches and effective use of ILT
motivate students and support learning.
All classrooms have good ILT facilities and where appropriate, good
technician support.
(Science & mathematics)
East Norfolk Sixth Form College, Inspection report 27/04/2010
http://www.ofsted.gov.uk/provider/files/973651/urn/130767.pdf
Jim Judges
www.judgesconsulting.co.uk
21
Epping Forest College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
2
Teachers have good access to information learning technology (ILT) but do
not make sufficient use of it to enliven lessons or help learners develop new
skills. The college’s virtual learning environment (VLE) is underused; many
staff do not have the appropriate skills to develop e-learning further.
Teachers make insufficient use of ILT in lessons. Many teachers do not have
sufficient skills to use ILT effectively and the use of the college’s VLE to
support learning is at an early stage of development.
The system for ensuring that computers are available when they need them.
(What learners would like to see improved)
Agree and implement an action plan in each subject area to develop
teachers’ skills in the use of e-learning and ILT so that they can increase
the use of learning technology in lessons and make more imaginative use of
the VLE.
(College needs to do to improve further)
The system for monitoring learners’ progress is satisfactory, although the
process of online reporting by subject teachers to pastoral tutors is not fully
embedded.
(Business & administration)
Epping Forest College, Inspection report 15/03/2010
http://www.ofsted.gov.uk/provider/files/970689/urn/130677.pdf
Jim Judges
www.judgesconsulting.co.uk
22
Grantham College
Grade
2
2
2
2
2
3
3
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
The use of information learning technology (ILT) for construction learners is
good. However, in a minority of subjects, teachers do not use ILT and the
virtual learning environment (VLE) effectively to support and promote
teaching and learning. Course content on the VLE is variable with a minority
of courses having a range of useful information and interactive activities but
other courses having little content.
Further develop the use of ILT and the VLE to enhance learning across all
curriculum areas.
(College needs to do to improve further)
Learners make good use of the VLE, which they can access from college,
home or the workplace. It has a wide range of material, which helps them
develop and extend their knowledge. However, the use of ILT as a learning
tool in lessons is underdeveloped.
(Health, care and early years)
Most learners make good use of the VLE to download assessed work at
home or in the workplace. Feedback to learners is largely satisfactory; those
using the VLE receive more detailed feedback from tutors.
Effective use of ILT and the VLE supports learning.
ILT is not available in all teaching rooms.
Improve the quality of teaching in theory lessons by increasing the
availability and use of ILT and the VLE.
(Engineering & Manufacturing technologies)
Most classrooms offer a stimulating learning environment. They contain ILT
equipment, which teachers use effectively.
(Building & construction)
Grantham College, Inspection report 25/01/2010
http://www.ofsted.gov.uk/provider/files/970687/urn/SC039105.pdf
Jim Judges
www.judgesconsulting.co.uk
23
Great Yarmouth College
Grade
4
4
4
4
4
3
4
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
The college has not developed teachers’ use of information communication
technology (ILT) enough to provide more varied approaches to teaching
and learning.
In most subject areas, the use of ILT, to enliven teaching, is
underdeveloped and the promotion of equality and diversity is insufficient.
Use ILT to motivate and involve learners in lessons; ensure the effective
promotion of equality and diversity.
(College needs to do to improve further)
The use of ILT is effective in a few areas although overall its use
throughout the college is underdeveloped.
Teachers use ILT well to improve learners’ knowledge and understanding.
Learners make good use of the college’s virtual learning environment to
access learning materials and activities.
(Hairdressing & beauty therapy)
In the more effective lessons, teachers use ILT well to engage learners and
use different teaching methods to ensure learners have sufficient challenge.
(Visual & performing arts)
Great Yarmouth College, Inspection report 8/11/10
http://www.ofsted.gov.uk/provider/files/1441129/urn/130765.pdf
Jim Judges
www.judgesconsulting.co.uk
24
Greenwich Community College at Plumstead Centre
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
2
Resources, including information and learning technology (ILT), are of high
quality and are used effectively and on occasion innovatively.
The use of ILT is good. Teachers use interactive whiteboards to good effect
in mathematics lessons. Learners value highly the subject resources on the
college’s virtual learning environment.
(Science & mathematics)
Interactive whiteboards are used well by teachers where present, but there
is insufficient access to ILT for learners in some classrooms.
(ESOL)
Most tutors contextualise learning well and use ILT effectively.
(Literacy & numeracy)
Greenwich Community College at Plumstead Centre 24/05/2010
http://www.ofsted.gov.uk/provider/files/973627/urn/130405.pdf
Jim Judges
www.judgesconsulting.co.uk
25
Hackney Community College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
3
2
2
3
2
Resources for learning are good. Most teachers use information and
learning technologies (ILT) effectively as part of their teaching and to
support learning. Learners use the virtual learning environment (VLE) well
to catch up on missed work and to research materials to develop their
knowledge and understanding.
The ILT resources which are used well by teachers to support learning.
(What learners like)
Resources to support learning are good. The provision of ILT, and its good
use by teachers, has improved considerably since the previous inspection.
Learners speak positively about how they use the VLE to catch up on
missed work or to find extra resources to support their learning.
Significant investment has been made in resources, particularly in ILT.
Information and learning technology is well used to promote participation
and respond to individual learning needs.
(Health, social care & early years)
For learners missing lessons, teachers reinforce their use of the college’s
VLE in order to access resources, complete work sheets and catch up on
missed work.
Good physical resources and effective use of ILT support learning well.
Learners and staff use the VLE to support learning, including their joint
termly recording of targets on individual learning plans.
(Sport leisure & recreation)
The learning environment is good with the use of ILT and learning
resources promoting learning and engaging learners effectively. Learners
make good use of the VLE.
(ESOL)
Hackney Community College, Inspection report 17/05/10
http://www.ofsted.gov.uk/provider/files/973617/urn/130407.pdf
Jim Judges
www.judgesconsulting.co.uk
26
Hadlow College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
1
1
1
1
1
1
2
In a minority of lessons, classrooms are not of good quality and teachers
make insufficient use of information and learning technology (ILT).
The availability of ILT has improved in recent years. However, it is not
consistently well used in lessons. In weaker lessons, the slow pace results in
loss of attention by some learners.
Well-planned teaching uses the extensive and excellent resources very well,
although a small number of classrooms require updating and the effective
use of ILT in teaching is too variable.
The number and availability of computers in the college’s library.
(What learners would like to see improved)
Improve the use of ILT in lessons to drive up teaching standards and
increase the amount of outstanding teaching.
(College needs to do to improve further)
While a small number of teachers use ILT imaginatively, its overall use is
insufficiently well developed.
(Animal care and agriculture)
A few classrooms are drab and uninspiring and too many lack sufficient ILT
resources.
Further improve the quality of classrooms and the availability of ILT by
continuing with redevelopment plans for the classroom and staff
accommodation block.
(Equine Studies)
Significant investment has provided interactive technologies and audiovisual equipment within classrooms, but it is not yet fully utilised by
teachers.
Further develop the use of ILT in teaching to help increase the proportion
of outstanding teaching.
(Horticulture & floristry)
Hadlow College, Inspection report 7/06/10
http://www.ofsted.gov.uk/provider/files/973619/urn/130733.pdf
Jim Judges
www.judgesconsulting.co.uk
27
Harlow College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Promotion of sexual health and e-safety is strong.
Access to computers.
Grade
2
1
1
2
2
3
2
(What learners would like to see improved)
Use of information and learning technology to support learning is
underdeveloped.
(Engineering and manufacturing technologies)
Most teachers make good use of electronic resources to improve lessons.
Learners use information technology effectively in assignments, research
and presentations.
Mature learners speak highly of support in using information technology.
Teachers promote safeguarding well in lessons, including e-safety.
(Hairdressing and beauty therapy)
Harlow College, Inspection report 22/11/10
http://www.ofsted.gov.uk/provider/files/1446669/urn/130676.pdf
Jim Judges
www.judgesconsulting.co.uk
28
Hartlepool Sixth Form College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
3
2
2
2
1
2
Learners have good access to information technology to support.
Technology is widely available throughout the college, although it is not
always used to its full potential.
Technology is widely available to enhance learning, although it is not always
used effectively.
The range of personal computers and paper-based resources in the library,
which is well used by learners, is good. Learners can borrow laptops from
the college for home use.
Improve the consistency and quality of teaching and learning by developing
teaching and learning strategies to maximise the potential of learning
technologies across all curriculum areas.
(College needs to do to improve further)
The availability of useful and relevant information through the virtual
learning environment
excellent learning facilities in the new building,
particularly the access to IT.

(What learners like)
Information and learning technology (ILT) is sometimes used to good effect
to support and reinforce learning, although its benefits are not always fully
exploited. The virtual learning environment is regularly used by learners to
complement classroom learning.
(Science & mathematics)
In the lessons observed, ILT, particularly interactive whiteboards, is used
satisfactorily to support learning.
Learners are supported well, especially out of normal timetabled sessions,
with one-to-one sessions, email, text and virtual learning environment
contact.
There have been changes to provision, including improved timetables in law,
and changes in teaching and learning approaches, including more
information on the virtual learning environment
(Business, admin & law)
Hartlepool Sixth Form College, Inspection report 18/05/2010
http://www.ofsted.gov.uk/provider/files/973655/urn/130568.pdf
Jim Judges
www.judgesconsulting.co.uk
29
The Henley College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
3
Access to library and information learning technology (ILT) facilities.
(What learners would like to see improved)
Teachers have interactive whiteboards in most classrooms, but teachers
and students both report a need to improve access to computers in
classrooms and in the student learning centre (SLC) and library. There are
some excellent examples of effective use of the VLE to support learning, but
use of this system, and the quality and quantity of the resources on it, vary
across the college.
The quality of resources on LearnZone, the college’s virtual learning
environment (VLE).
(What learners like)
Opportunities for learners to complete work using ILT.
(What employers would like to see improved)
The science materials on the college’s virtual learning environment are
outstanding. Learners make good use of the materials and find that they
support their learning very well.
(Science)
The Henley College 08/11/2010
http://www.ofsted.gov.uk/provider/files/1445877/urn/130789.pdf
Jim Judges
www.judgesconsulting.co.uk
30
Herefordshire College of Technology
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
3
Most lessons are good with a broad range of activities to keep learners
engaged and interesting use of information and learning technology (ILT).
Good use is made of ILT.
The often creative use of ILT adds variety to lessons and assessment.
ILT facilities are excellent. All classrooms have interactive whiteboards and
all full-time learners have a notebook computer. Access to computers and
the internet is very good, with a laptop ‘bank’ on each floor and good
numbers of computers in the curriculum area, the IT centre and the
learning resource centre.
(Business Admin & Law)
They (learners) are confident in using information technology (IT) for
research, presentations and word processing their work.
ILT is used well by teachers to enliven lessons.
(Health, public services and care)
Herefordshire College of Technology 17/05/2010
http://www.ofsted.gov.uk/provider/files/973605/urn/130710.pdf
Jim Judges
www.judgesconsulting.co.uk
31
Hereward College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
3
The use of information learning technologies (ILT) is widespread, although
some teachers use it far more creatively and appropriately than others to
engage students and to add interest.
Many teachers and students use information learning and communication
technologies effectively to aid learning.
The good accommodation and facilities especially computers, and fitness
suite.
(What learners like)
Hereward College of Further Education 12/10/2010
http://www.ofsted.gov.uk/provider/files/1448457/urn/130474.pdf
Jim Judges
www.judgesconsulting.co.uk
32
Hugh Baird College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
2
2
2
1
The innovative and expanding use of information and learning technologies
(ILT) is a key driving force for improvement within the college.
The use of ILT to enhance learning and develop independent learning is
very good.
A wide range of resources and techniques supports and develops learning.
ILT is confidently used to support individual learning.
Investment in ILT is supporting improvements in the quality of teaching and
learning.
There are very good resources to support learning effectively, although the
use of ILT by learners was limited in the lessons observed.
Further develop learner confidence and competence in the use of ILT to
(Health, Public Services and
enhance learning.
Care)
(Arts, Publishing & Media)
ILT is used well to enhance learning.
Interactive white boards and computers are available in classrooms. The
imaginative use of ILT in Skills for Life programmes stimulates and
enhances teaching and learning. In one literacy lesson, the presentations of
news and weather reports by learners were recorded on digital cameras.
However, in a few lessons, there are missed opportunities for learners to
use ILT.
Provide more opportunities for students to use ILT to enhance their learning
and develop confidence in its use.
(Preparation for life and work; literacy, numeracy and ESOL)
Hugh Baird College 8/2/2010
http://www.ofsted.gov.uk/provider/files/971093/urn/130490.pdf
Jim Judges
www.judgesconsulting.co.uk
33
Huntingdonshire Regional College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
2
Learners benefit from the excellent use of information learning technology
(ILT) to aid learning.
The use of ILT and the virtual learning environment by teachers and
learners has improved and is effective.
Skilful use is made of information technology to enhance learning in ESOL
lessons where speaking, listening, reading and writing skills are developed
well to enable learners to be more confident in the community and
workplace.
Some large ESOL groups work in cramped classrooms with insufficient
access to computers and specialist resources.
(Literacy, numeracy and ESOL)
ILT is used well in the majority of motor vehicle lessons. Teachers often
refer to the college intranet and learners comment that the learning
materials are very useful for revision purposes. However, in some lessons
learners are insufficiently interested and become distracted, particularly
when access to the internet is not monitored sufficiently.
(Engineering)
Huntingdonshire Regional College 27/09/2010
http://www.ofsted.gov.uk/provider/files/1448469/urn/130612.pdf
Jim Judges
www.judgesconsulting.co.uk
34
John Ruskin College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
4
3
4
3
4
3
3
Teachers use information and learning technology (ILT) well in many
lessons and students enjoy using the virtual learning environment (VLE) to
enhance their learning.
Many teachers use information and learning technology well, but this is not
consistent across the college. Students frequently use the VLE to enhance
their learning and many access it remotely from home.
The ‘electronictracker’ is used well to enable students to monitor their own
progress, for example in sport.
Information technology is used effectively and learning is carefully
monitored through individual questioning.
(Science & mathematics)
Students value the learning resource centre and the library, and the virtual
learning environment which enables them to access their work from home.
(Health & Social Care)
John Ruskin College 9/03/2010
http://www.ofsted.gov.uk/provider/files/970607/urn/130434.pdf
see also:
http://www.ofsted.gov.uk/provider/files/1685621/urn/130434.pdf
Jim Judges
www.judgesconsulting.co.uk
35
King Edward VI College Nuneaton
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
3
Teachers make effective use of information learning technology (ILT) in
lessons. The college’s virtual learning environment is being used to
increasingly good effect and in drama and science is providing learning
materials in an exciting range of media to support learning.
Teachers have good subject knowledge and mostly plan their lessons well,
often featuring the use of ILT to capture and maintain students’ interest.
(Science & Mathematics)
King Edward VI College Nuneaton 5/10/2010
http://www.ofsted.gov.uk/provider/files/1446437/urn/130840.pdf
Jim Judges
www.judgesconsulting.co.uk
36
Kingston College
Grade
3
3
3
3
3
2
3
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Technology is beginning to be used more widely in lessons, although this
does not of itself always lead to stimulating, interactive ways for students to
learn. Students speak highly of the web-based on-line learning environment
where teachers in a few subject areas have placed information such as
podcasts and links to good e-resources.
The number and condition of computers available for independent work.
(Students would like to see improved)
In the best lessons, learning technology is used well to enhance or extend
activities. It is not, however, always accessible in classrooms for more able
students to undertake extension work.
Review the extent to which some students’ limited access to learning
technology might be hindering the development of their independent
learning.
(Languages, literature & culture)
In too many lessons there is insufficient individual learning technology to
ensure a wide range of interactive learning opportunities, or to overcome
sensory barriers to direct learning. For example, in one lesson a student
with visual impairment struggled to read text on a whiteboard because the
teacher lacked the technical tools to enhance it for him.
Review the availability and deployment of learning technology resources to
ensure that teachers provide a broader range of active learning methods
and that students are able to interact more fully with the curriculum.
(SLDD)
Kingston College 27/09/2010
http://www.ofsted.gov.uk/provider/files/1565857/urn/130448.pdf
Jim Judges
www.judgesconsulting.co.uk
37
Leeds College of Building
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
The quality of accommodation and specialist resources to support teaching
and learning is outstanding. Learners have good access to information
learning technology (ILT) to support their learning.
Resources, including accommodation and technologies, are used very
effectively to enhance learning opportunities.
Many teachers use ILT well. In some workshops they use interactive boards
and the college virtual learning environment (VLE) to display videos of the
activity that learners are completing. The VLE is comprehensive and
provides excellent resources to support teaching. An increasing number of
learners make good use of the system to access course work and resources.
A few teachers miss opportunities to make full use of the available ILT.
Teaching areas are well equipped and there is good use of information and
communication technology
However, the use of the college’s VLE is insufficiently promoted to ensure
that all learners make use of the good range of materials available to
support their studies.
More effectively promote the wide range of good support materials available
on the college’s VLE so that all learners are able to access revision and
course materials and keep on schedule with their studies and assessment
materials.
(Engineering & manufacturing technologies)
Classrooms and workshops offer a stimulating learning environment. They
contain a comprehensive range of information and learning technology
equipment which is used effectively.
Teaching inspires learners through the effective use of technology in the
classrooms and in college workshops and good use is made of the college’s
VLE.
The utilisation of technology (ILT, VLE and specialist computer software) to
support learners is good. College workshops are spacious and fully equipped.
(Construction, planning and the built environment)
Leeds College of Building 08/11/2010
http://www.ofsted.gov.uk/provider/files/1445881/urn/130542.pdf
Jim Judges
www.judgesconsulting.co.uk
38
Leyton Sixth Form College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
Teachers in the most successful lessons make effective and creative use of
the college virtual learning environment (VLE) both as a source of materials
and as an effective teaching tool.
The interesting and challenging materials on the college virtual learning
environment which can be easily accessed from home.
(What learners like)
The numbers of computers available for student use.
(What learners would like to see improved)
Information and communication technology (ICT) is used routinely for
internet research and to present work professionally, but less frequently to
enhance and extend learning.
(Health & Social care)
Information and communication technology (ICT) resources are very good,
with a wide range of industry standard software.
(Visual Arts & Media)
Leyton Sixth Form College 25/05/2010
http://www.ofsted.gov.uk/provider/files/973665/urn/130457.pdf
Jim Judges
www.judgesconsulting.co.uk
39
Lowestoft College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
2
3
3
3
The best lessons demonstrate a broad range of strong features, including
careful planning, a good match between learning activities and intended
learning outcomes, the enthusiasm and expertise of teachers and the
creative use of information and learning technology.
Teacher and learners in most lessons use information and learning
technology very well. Teachers provide clear explanations through the
excellent use of interactive software and ‘smartboards’. The use of
electronic portfolios to record and assess vocational work is of a high
standard.
(Engineering)
Lowestoft College 01/11/10
http://www.ofsted.gov.uk/provider/files/1442641/urn/130819.pdf
Jim Judges
www.judgesconsulting.co.uk
40
Ludlow College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
4
3
3
3
3
3
Information learning technology (ILT) in lessons is generally satisfactory
and sometimes good.
The use of ILT in lessons is satisfactory and sometimes good. However,
opportunities are sometimes missed to enhance the learning of complex
topics, for example through the use of animated models.
Incorporate information learning technology into lessons appropriately.
Using the electronic portfolio system in Train to Gain provision and having
work marked quickly.
The good access to computers.
(What learners like)
The use of computers in lessons is underdeveloped and learners are rarely
required to use information learning technology in their work.
(Science & mathematics)
Ludlow College 19/10/2010
http://www.ofsted.gov.uk/provider/files/1443131/urn/130802.pdf
Jim Judges
www.judgesconsulting.co.uk
41
Myerscough College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
4
3
3
3
2
3
Information and learning technology (ILT) is used imaginatively to support
learning in some subjects but it is not yet embedded across all areas.
Teaching and learning and ILT champions, subject learning coaches and
mentors work well through projects and initiatives to develop and promote
good practice. Enthusiastic teachers make imaginative use of ILT and other
activities to stimulate and engage students. Resources on the college’s
virtual learning environment support learning but the targets for
implementation and monitoring the development of this and the use of
other technological applications are undemanding. The use of technology
for work-based learners is good.
The virtual learning environment contains appropriate training material and
exercises to develop learners’ understanding and ensure suitable behaviour.
Introduce more consistent teaching and learning strategies, including the
use of ILT, to ensure that teachers include sufficient stretch, challenge and
support so that all students achieve their potential.
(College needs to do to improve further)
Information learning technology and material on the college’s virtual
learning environment support students in completing their assignments.
Good use is made of technology to provide materials over the internet and
give some work-based learners an online record of their assessment
progress. Digital photography is used well to capture evidence for
assessment. Some teaching is delivered over the internet to those who live
a long way from college.
New technology is used well to manage assessors who are geographically
dispersed around the country and to minimise their travel time.
Develop further the use of new technologies so that the majority of work
based learners use electronic portfolios.
(Horticulture, arboriculture and floristry)
Myerscough College 24/05/2010
http://www.ofsted.gov.uk/provider/files/973613/urn/130743.pdf
Jim Judges
www.judgesconsulting.co.uk
42
North East Surrey College of Technology
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
2
1
1
2
Teachers often make very good use of information and learning technology
(ILT) to enhance learning but, in a minority of lessons, planning and
teaching do not take sufficient account of students’ different needs and
abilities.
Most teachers use ILT well to enhance learning and increase student
participation in lessons.
The college has invested strongly in providing extensive ILT resources and
in training for teachers to improve the quality of learning.
The provision of ILT, and its good use by teachers, has improved
considerably since the previous inspection. Many teachers, as in lessons for
functional skills, make very good use of interactive technologies. Learners
speak positively about how they use the college’s virtual learning
environment (VLE) to catch up on missed work, to find extra resources to
support their learning, and to record and monitor their progress.
The college has successfully implemented strategies to improve the quality
of teaching and learning. For example, the promotion of ILT in teaching,
adequately resourced, with a champion in each area, has improved the
capacity of the staff to use interactive methods that engage learners.
ILT is used well to promote learning. Students greatly appreciate the way
teachers illustrate tasks with images and enjoy opportunities to use
interactive, on-line resources to address topics such as health and safety
and food and nutrition. However, some learning activities, although
innovative, are not sufficiently tailored to meet individual needs and
different abilities.
Teachers make good use of ILT to make lessons interesting. For example,
students working in groups in a health and safety lesson used the
interactive whiteboard confidently while developing their knowledge of
safety signs.
(Engineering)
Teachers use ILT and e-learning links well to personalise learning and help
students progress.
(Literacy & numeracy)
North East Surrey College of Technology 27/09/2010
http://www.ofsted.gov.uk/provider/files/1549945/urn/130822.pdf
Jim Judges
www.judgesconsulting.co.uk
43
North East Worcestershire College
Grade
2
2
2
2
2
2
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Teachers use information and learning technology very effectively.
Teachers and learners’ use of information and learning technology has
improved significantly since the last inspection. It is now good with some
outstanding practice.
More computers available for independent study.
(What learners would like to see improved)
Classrooms are airy and well resourced with information and learning
technology.
The regular use of information and learning technology is particularly
effective.
(Engineering & manufacturing technologies)
Teachers use information and learning technology well to enhance learning.
(Sport, leisure & recreation)
Resources are satisfactory, although several computers are in need of
updating.
(Health, Social care & public services)
North East Worcestershire College 7/06/2010
http://www.ofsted.gov.uk/provider/files/973599/urn/130713.pdf
Jim Judges
www.judgesconsulting.co.uk
44
North Hertfordshire College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
2
1
2
2
Most students make good progress in lessons because teachers plan their
lessons skilfully and make effective use of information and learning
technology (ILT).
Most teachers use ILT confidently and imaginatively in lessons. The
proportion of students using the college’s VLE outside of lessons to enhance
learning is increasing.
Access to the college’s virtual learning environment (VLE) from home.
(What learners would like to see improved)
Teachers make good use of technology to set and monitor students’
progress against challenging targets. (ICT)
Students benefit from the use of well-produced and helpful handouts,
materials and artefacts from everyday life, complemented by good ILT that
enriches their learning. However, the use of the college’s VLE is insufficient.
Make better use of the VLE in lessons so that students benefit from access
to electronic resources to extend their learning at college, in the workplace
or at home.
(Literacy & numeracy)
North Hertfordshire College 7/06/2010
http://www.ofsted.gov.uk/provider/files/973597/urn/130721.pdf
Jim Judges
www.judgesconsulting.co.uk
45
North Lindsey College
Grade
2
1
2
2
1
2
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Teaching and learning are good with some inspirational features. In the
best lessons, learners take responsibility and make very good progress.
However, in a small number of weaker lessons, tutors do not always focus
sufficiently on individual learning needs and do not use information and
learning technology effectively.
Most staff use technology confidently in the classroom and most students
have good access to teaching materials through the college intranet.
In the small number of weaker lessons, classroom management is
ineffective, learners are passive, the pace of learning is too slow, and
teachers do not vary their teaching strategies to suit each individual
learner’s needs. Information and learning technologies are not used well or
creatively to support learning.
Improve teaching and learning by focusing better on individual learning
needs and by the more creative use of information and learning
technologies.
(College needs to do to improve further)
In some lessons, the use of information and learning technology is
underdeveloped.
Learners benefit from the significant college investment in resources,
including a virtual baby nursery.
Advanced level learners complete the local safeguarding children’s board
online level one training programme.
(Early Years & playwork)
Resources to support learning are of a good quality and available on the
virtual learning environment. Learners value the opportunity to access
learning materials from home and to communicate with tutors remotely.
(Hairdressing & beauty therapy)
Teachers have high expectations and enable learners to manage their own
learning better. However, the use of information and learning technology is
not fully maximised in all lessons.
Jim Judges
www.judgesconsulting.co.uk
46
North Lindsey College (contd.)
Continue to improve teaching and assessment by reviewing and improving
the use of information and learning technology resources to engage
learners creatively in the learning process.
(Sport, leisure & recreation)
They also use available technology effectively to improve learners’ skills.
The use of technology is underdeveloped in the weaker lessons.
Maintain a strong focus on the improvement of teaching and learning
through better lesson planning to meet individual learning needs and the
improved use of technology to enhance learning.
(Employability training)
North Lindsey College 27/09/10
http://www.ofsted.gov.uk/provider/files/1529377/urn/130587.pdf
Jim Judges
www.judgesconsulting.co.uk
47
North West Kent College of Technology
Grade
3
3
3
3
3
2
3
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Inspectors found good examples of students using information and learning
technology (ILT) in lessons and particularly so in performing arts where
students have access to innovative and extensive electronic learning
resources. The college has invested significantly in ILT and teachers use it
well to enliven their lessons with a wide range of interesting online learning
activities.
Teaching and learning are good. Teachers plan most lessons well, using ILT
and vocationally-related models and equipment effectively to add interest to
their teaching.
However, staff do not use the recently introduced electronic tutorial
profiling system consistently yet and this results in some students not
having copies of their learning plan or not being able to access it from their
home computer.
(Health, Social care & Early Years)
Teachers are confident in using most aspects of ILT which encourages a
similar response from the students.
(Literacy, numeracy & ESOL)
Students provide constructive and incisive feedback to each other in lessons
and using web-based ‘blogs’.
(Performing Arts)
North West Kent College of Technology 22/11/2010
http://www.ofsted.gov.uk/provider/files/1441317/urn/130725.pdf
Jim Judges
www.judgesconsulting.co.uk
48
Norton Radstock College
Grade
3
2
3
3
3
2
3
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Teachers’ use of information learning technology (ILT) to enhance learning
is satisfactory but teachers do not always make good use of the resources
they have selected. The sufficiency of learning materials available on the
college’s virtual learning environment (VLE) and learners’ usage of these
materials are uneven across curriculum areas.
Learners on full-time programmes develop good information technology
skills and they use these effectively to present their work.
Assessors use a range of technology to support work-based learners, such
as email, text and online learning.
(Health & Social Care)
The use of information learning technology in the classroom is appropriate.
(Engineering)
Norton Radstock College 15/03/2010
http://www.ofsted.gov.uk/provider/files/970595/urn/130559.pdf
Jim Judges
www.judgesconsulting.co.uk
49
Orpington College of Further Education
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
2
3
2
The quality of teaching and learning is satisfactory. In better classes, there
is good use of information and learning technology (ILT), good planning of
lessons to meet individual learners’ needs, and learners make good
progress. However, in too many lessons, the pace is slow and there is not
enough participation by learners and insufficient challenge for more able
learners.
Information and learning technology resources are now good.
The learning environments are spacious, comfortable and conducive to
learning and a good range of ILT is used particularly well in many lessons.
The VLE is good and used well by staff and learners. However, a number of
group work lessons take place in inappropriate classrooms with central
aisles of personal computers. These limit learner engagement and the
variety of activities teachers can use to best meet the range of learning
needs.
The use of interactive teaching methods and technology.
(What learners like)
ILT is used extensively and particularly well in both science and
mathematics lessons.
(Science & mathematics)
The use of ILT is not yet fully developed.
(Literacy & numeracy)
Learning resources are satisfactory with good access to ILT. However, these
are not sufficiently utilised.
(Business, admin. & law)
Orpington College of Further Education 24/05/10
http://www.ofsted.gov.uk/oxedu_reports/download/%28id%29/121814/%28as%29/130431_345816.pdf
please note now Bromley College incorporating Orpington
Jim Judges
www.judgesconsulting.co.uk
50
Portsmouth College
Grade
3
2
3
2
2
2
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Art, design and media are particularly well resourced, although there are
insufficient information technology resources in ESOL.
More interactive learning technology in ESOL classes.
(What learners would like to see improved)
Inhouse materials are good, and learners make good use of commercially
purchased online resources in mathematics and chemistry. Classrooms all
have projection technology and some have interactive whiteboards.
(Science & Mathematics)
Excellent physical resources and up-to-date technology support students
in the production of their work.
Assessment feedback is thorough and detailed and is supported through
the use of an online learning plan that is effective in bringing together all
the information about students’ performance on their courses, including
attendance and subject performance.
(Art, design & media)
Most lessons do not plan for, or have access to, the use of interactive
learning technology.
Continue to implement the information technology strategy to ensure that
tutors and learners have access to technology in lessons and in outreach
venues.
(Literacy, numeracy & ESOL)
Portsmouth College 25/05/10
http://www.ofsted.gov.uk/provider/files/973659/urn/130706.pdf
Jim Judges
www.judgesconsulting.co.uk
51
Prior Pursglove College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
The majority of lessons provide an effective range of activities to meet
students’ needs and use information and learning technology (ILT) very well.
The majority of lessons are stimulating and have a good range of activities
to engage and motivate. Technology is well used to support teaching and
learning.
Specialist equipment, ILT and technical support are good.
Online courses offered through learndirect and training programmes in
health and business extend opportunities to gain formal qualifications for
students in areas where participation in learning is generally low.
The information and learning technology in the college.(What learners like)
The use of technology to support teaching and learning in lessons is good.
Students’ access to a range of learning support materials housed on the
college portal is good.
Materials are well presented and teachers often make good use of
technology to support learning.
(Science & Mathematics)
There is effective use of ILT in many subjects. Varied and relevant use of
technology includes sound clips, hyperlinks, visual stimulus and varied
presentations.
Equipment and resources are generally good with good access to computers
and a good range of equipment and materials.
(Arts, media & publishing)
Effective use is made of information and communication technology to
promote and support learning; for example, through the inclusion of up-to
date case studies on the college intranet.
(Business, admin. & law)
Prior Pursglove College 9/02/10
http://www.ofsted.gov.uk/provider/files/970953/urn/130575.pdf
Jim Judges
www.judgesconsulting.co.uk
52
Queen Mary's College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
2
1
2
2
Very high quality learning technology is used well in lessons to involve and
inspire learners. Most classrooms are well equipped and have computers
and interactive whiteboards. Teachers use them successfully to support
learning and to help students to evaluate their progress, for example using
enjoyable quizzes.
Use of information learning technology (ILT) in teaching and learning is
good. Teachers and students use the virtual learning environment (VLE)
both in the classroom and remotely to access various high-quality resources,
many of which have been devised by the teachers themselves. Students
value highly the revision exercises, course booklets and interactive materials
available.
Good use of information learning technology (ILT) in most lessons enhances
learning and a range of teaching and support materials is available to
students within a virtual learning environment (VLE).
Teachers use ILT imaginatively, and employ successfully a wide range of
interactive strategies to meet students’ needs.
There is good access to computers, and most students make extensive use
of the VLE. However, as confirmed by inspectors, students reported that
they sometimes have difficulty accessing computers outside lessons.
The VLE now provides extensive materials and information for students, and
the college has invested heavily in ILT equipment for students.
(Business)
Queen Mary's College 11/05/10
http://www.ofsted.gov.uk/provider/files/973663/urn/130700.pdf
Jim Judges
www.judgesconsulting.co.uk
53
Reaseheath College
Grade
2
2
2
2
2
2
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
The use of technology to support learning is good in animal management
and engineering but underdeveloped in equine management.
The use of technology to support learning is good in animal management
and engineering. Teachers and learners make good use of the college’s VLE.
Many learners in these areas access the VLE from home. However, in other
subject areas, as the college has identified, the use of technology is
underdeveloped and restricted mainly to PowerPoint presentations. In
equine management courses, staff do not capitalise on the benefits of using
technology; for example, in analysing learners’ riding skills and developing
learners’ information technology skills in coursework.
Improve the standard of teaching and learning by improving lesson
planning, adapting learning activities to better engage and challenge
learners and improving the use of ILT.
(College needs to do to improve)
The virtual learning environment (VLE) and ability to access it from home.
(What learners like)
The use of technology to support learning is satisfactory.
(Horticulture)
There are missed opportunities to use ILT effectively in learning.
(Equine management)
Reaseheath College 8/02/10
http://www.ofsted.gov.uk/provider/files/970951/urn/130623.pdf
Jim Judges
www.judgesconsulting.co.uk
54
Redbridge College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
On Train to Gain programmes, assessors use a good variety of assessment
strategies appropriate to the different occupational areas; however,
insufficient use is made of technologies to support learning and assessment.
The availability of computers in classrooms to develop students’ learning
Some rooms for younger students are cramped and stuffy and restrict the
use of more interactive teaching and learning strategies. In some classes
the size of print used on interactive whiteboards is too small for students
with less acute eyesight. Some teachers are unsure of the full potential
offered by information and learning technologies (ILT).
Develop the skills of teachers to be able to use ILT more efficiently and
creatively to enhance the learning experiences of all students.
(Preparation for life and work – ESOL)
Redbridge College 4/10/10
http://www.ofsted.gov.uk/provider/files/1547813/urn/130453.pdf
Jim Judges
www.judgesconsulting.co.uk
55
Richmond Adult Community College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
1
1
1
2
1
2
2
Learning resources are good and information learning technology (ILT) is
used well by teachers to promote learning.
Management information on learners’ outcomes is accurate, but information
technology (IT) systems are not integrated and it is difficult for staff to gain
access to timely reports. The college has firm investment plans to upgrade
these systems.
Good informative website, really easy to read and understand.
(What learners like)
Not enough computers and up-to-date software.
(What learners would like to see improved)
Where ILT is used imaginatively, learners are engaged and make good
progress. For example, learners demonstrated accurate grammatical
constructions and number concepts using interactive whiteboards. However,
in other lessons ILT is used only by the teachers and is limited to displaying
information. In addition, learners have limited access to computers in
literacy and numeracy lessons.
Develop teaching and learning resources, including ILT, to inspire and
motivate learners to achieve.
(Literacy and numeracy and ESOL)
Richmond Adult Community College 17/05/10
http://www.ofsted.gov.uk/provider/files/973621/urn/131095.pdf
Jim Judges
www.judgesconsulting.co.uk
56
Riverside College Halton
Grade
2
1
2
2
2
2
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
The use of technology to support learning has continued to improve and is
good.
Information and learning technology (ILT) is used to good effect to support
delivery and stimulate learners’ interest and interaction.
Classrooms are well equipped with digital projectors and supporting ILT
facilities.
(Engineering and manufacturing technologies)
Teachers use ILT extensively in lessons, which enables learners to extend
their learning and take part in research activities.
(Performing Arts, media & communication)
Riverside College Halton 1/02/10
http://www.ofsted.gov.uk/provider/files/970713/urn/130622.pdf
Jim Judges
www.judgesconsulting.co.uk
57
Salford City College
Grade
2
1
2
2
2
2
1
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
The college’s virtual learning environment (VLE) is well used by most staff
and students. High quality resources are shared between teachers, and
students have good remote access to learning materials. Students use the
internet well for research. Teachers use information and learning
technology (ILT) well to enhance learning.
Classrooms are generally well equipped and provide good learning
environments. Most are equipped with ILT resources, which are used well in
teaching and learning. However, students reported some difficulties in
accessing computers in the learning resource centres at peak times.
The computers in some parts of the college are not to a good enough
standard.
(What learners would like to see improved)
Students use technology extensively for research and access to resources.
The use of ILT to support teaching is satisfactory.
(Business, admin & law)
Good use is made of ILT which engages students in a wide range of
interesting activities.
Clear action plans are implemented following observations of teaching and
learning which have resulted in improvements such as the use of ILT which
is now good.
(Health, Public Services & care)
ILT is often used to good effect to support and reinforce learning.
(Science & mathematics)
They make good use of ILT to enhance learning.
Most classrooms are equipped to support ILT and provide a good
environment for teaching and learning.
Improve the sharing of best practice in the development of teaching,
learning and assessment materials. Share these through the college’s virtual
learning environment to ensure that all students benefit from good quality
materials.
(Construction, planning & built environment)
Jim Judges
www.judgesconsulting.co.uk
58
Salford City College (Contd.)
ILT is used imaginatively in lessons by teachers, and students are able to
work collaboratively with electronic message boards in class. The college
VLE is well used by both staff and students for sharing of resources and
accessing course materials.
The college VLE provides an excellent resource for students, who make
good use of this in college and at home.
(Languages, literature & culture)
Students use technology extensively for research and access to resources.
The use of ILT to support teaching is satisfactory.
(Business, Admin. & law)
Salford City College 10/05/10
http://www.ofsted.gov.uk/provider/files/974149/urn/130509.pdf
Jim Judges
www.judgesconsulting.co.uk
59
The Sheffield College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
2
3
3
3
2
3
The equipment and facilities, particularly the technology-based ones.
(What learners like)
In the better sessions teachers use a good range of activities; learners are
actively involved and clearly enjoy their learning. Information and learning
technology (ILT) is used very effectively to enhance learners’ experiences.
There has been good investment in ILT.
Teaching and learning are good. ILT is used well to engage learners and
develop good independent learning skills, such as research and critical
thinking skills.
(Health, Social Care & Public services)
ILT is often used to good effect to support and reinforce learning.
(Science & mathematics)
Effective use is made of ILT, with interactive software supported by clear
handouts.
Good use is made of ILT in many areas. Tutors use images of different
types of materials to complement samples within the classroom. Video clips
of different types of installations allow learners to develop their
understanding of the workplace. An interactive package allows tutors to
deliver a session and check understanding through individual handsets
which time learners’ responses to questions and presents them in rank
order.
Further develop ILT and its use throughout the department.
(Construction)
(Contd. on next page)
Jim Judges
www.judgesconsulting.co.uk
60
The Sheffield College (Contd.)
Sharing of good practice across college sites is underdeveloped. Many
individuals and teams have developed high quality resources to use with
learners. In photography courses at Norton College a wealth of material has
been placed on the virtual learning environment (VLE) and shared with staff.
Media staff at Hillsborough have developed similar resources, but there has
been little opportunity to develop these for use across the college as a
whole.
Extend the use of the VLE to allow staff from all sites to understand and
use the learning resources that have been developed.
(Arts Media & publishing)
The Sheffield College 8/03/10
http://www.ofsted.gov.uk/provider/files/970947/urn/130531.pdf
Jim Judges
www.judgesconsulting.co.uk
61
Shipley College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
2
An increasing number of teachers are using information and communication
technology successfully to augment learning in lessons. Teachers in some
areas, such as sport, and travel and tourism, are making good use of the
college’s virtual learning environment to extend learning outside of lessons
and to provide feedback on assignments.
Teachers make good use of previous learners’ exemplar work and there is
effective use of new technologies in media lessons, with learners confidently
using a range of software applications.
(Arts, media & publishing)
Shipley College 27/09/10
http://www.ofsted.gov.uk/provider/files/1443559/urn/130534.pdf
Jim Judges
www.judgesconsulting.co.uk
62
Solihull College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
Achievement of literacy and numeracy qualifications is improving, although
the development of information technology (IT) skills across the college is
underdeveloped.
Most teachers use information and learning technology (ILT) well.
Interactive whiteboards are not always used to their full potential. Learners
benefit from a very good learning environment. They are complimentary
about access to computers and learning resources. The college has a well
developed VLE (Moodle). Learners can access extensive course and learning
materials from home and they use this facility extensively. The college
recognises the need to extend this system to include individual learner
tracking and progress data, and has plans in hand to do this. Increasingly,
learners submit work online and receive their feedback or marks in this way.
Resources, including accommodation and technologies, have been improved
and they support learning very effectively in the vast majority of curriculum
areas.
Learners also appreciate the information they receive on drug, alcohol and
mental health awareness through tutorials and on the college’s virtual
learning environment (VLE).
Learners benefit greatly from participating regularly in the college’s VLE.
While learning areas are equipped with interactive whiteboards, few
teachers make effective use of them.
(Engineering)
Where teaching is particularly effective tutors provide imaginative activities
using topics relevant to everyday life and work. In these lessons ILT is used
well to interest learners.
Good communication, strong team working and effective use of the VLE
facilitate the sharing of best practice well.
(Literacy, numeracy and ESOL)
Accommodation is good across the college and on employers’ premises,
with many learners in the workplace having access to online portfolios.
The college’s VLE is not used sufficiently on many programmes.
(Business, Admin. & Law)
Solihull College 10/05/2010
http://www.ofsted.gov.uk/provider/files/974841/urn/130481.pdf
Jim Judges
www.judgesconsulting.co.uk
63
South Birmingham College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
1
1
1
Teaching staff make excellent use of information and learning technologies
to encourage learning and are using the college’s ‘on-line learning platform’
to increasingly good effect to provide supplementary information for
students.
In some subject areas individual learning plans are available to students online, enabling students and tutors to monitor progress very well and make
speedy amendments to targets when necessary.
(Teaching and learning are good…) However, in some lessons there is
insufficient access to information learning technology.
Continue to improve teaching and learning by ensuring activities, resources
and access to information learning technology meets the needs of individual
students.
(ESOL)
The virtual learning environment contains a good range of support materials,
is well used and helps extend students’ learning.
(Construction)
South Birmingham College 8/02/2010
http://www.ofsted.gov.uk/provider/files/970685/urn/130461.pdf
Jim Judges
www.judgesconsulting.co.uk
64
South Leicestershire College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
2
2
Learners make good use of the learning resource centre and the college’s
virtual learning environment to enhance their learning.
More computers in the library and more time allowed on computers.
(What learners would like to see improved)
Information and learning technologies are used effectively to enhance
learners’ experience and aid understanding. Good use is made of e-learning
facilities to enable learners to learn independently. In literacy and ESOL
classes, learners make good use of web sites to practice grammar and
punctuation skills.
(Preparation for life & work)
South Leicestershire College 10/05/2010
http://www.ofsted.gov.uk/provider/files/974839/urn/130750.pdf
Jim Judges
www.judgesconsulting.co.uk
65
South Worcestershire College
Grade
3
3
3
3
3
2
3
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Teaching staff make satisfactory use of information and learning
technologies (ILT) to encourage learning and in engineering ILT is used
creatively and well.
The restrictions on the use of the internet.
(What learners would like to see improved)
ILT is used well in lessons but staff make insufficient use of the college’s
virtual learning environment to provide additional resources for learning.
(Engineering)
(The best lessons…) In these lessons, teaching staff plan an interesting
range of activities, pay good attention to meeting individual needs, provide
effective opportunities for learners to work in large and small groups and
make good use of ILT.
(Hairdressing & Beauty Therapy)
South Worcestershire College 25/01/2010
http://www.ofsted.gov.uk/provider/files/970677/urn/130709.pdf
Jim Judges
www.judgesconsulting.co.uk
66
Southwark College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
2
3
3
2
2
2
Substantial improvements have been made to the college IT network, and
inspectors agree that further developments are still needed as it can be
unreliable. Interactive white boards are installed in most classes and are
beginning to be used well. The virtual learning environment (VLE) is
satisfactory, with some well resourced and useful aspects, but it is not yet
comprehensive or used effectively by all staff and learners.
Technology and the internet are used well to support learning.
(Business, Admin. & Law)
Southwark College 15/03/2010
http://www.ofsted.gov.uk/provider/files/970591/urn/130417.pdf
Jim Judges
www.judgesconsulting.co.uk
67
St Brendan's Sixth Form College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
3
2
2
2
1
3
Good quality information learning technology (ILT) is used well.
Teachers and students use ILT well. Good quality ILT is used very
effectively by teachers to support all students, including the use of adaptive
technology to support individual learning.
The very good access to computers.
(What students like)
Teachers use high quality resources and technology well to support learning.
(Science & mathematics)
ILT is used effectively to support learning, particularly in art and
photography.
(Creative & performing arts)
St Brendan's Sixth Form College 9/03/2010
http://www.ofsted.gov.uk/provider/files/970603/urn/130563.pdf
Jim Judges
www.judgesconsulting.co.uk
68
St Mary's College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
4
4
4
3
4
2
3
In the best lessons teachers use information and learning technology and
other high quality resources effectively and students are engaged in a
variety of purposeful and interesting activities.
Classrooms are welcoming and equipped with information technology,
which is used well by most staff and students.
(Social sciences, psychology and law)
St Mary's College, Middlesbrough 17/05/2010
http://www.ofsted.gov.uk/provider/files/973657/urn/130572.pdf
Jim Judges
www.judgesconsulting.co.uk
69
Stockton Riverside College
Grade
3
3
3
2
3
4
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Most teachers make effective use of ILT to enhance lessons. In a number of
areas teachers make excellent use of the college’s VLE to extend students’
learning outside of lessons. However, some lessons at the Stockton campus
are disrupted by unreliable ILT equipment.
The college’s Learning Bus which is equipped with laptops is used for
marketing and to offer computer-based courses in the community.
The information and learning technology (ILT) resources and technician
(What learners
support.
like)
Unreliable technology in some classrooms at the Stockton campus
The difficulties accessing the virtual learning environment (VLE) from home.
(What learners would like to see improved)
Teachers make good use of ILT to enhance students’ learning. Learners
make good use of a particularly rich range of physics and biology resources
available on the college VLE. Teachers of physics make good use of
computers and sensors to help learners develop skills in capturing data.
(Science & maths)
Teachers make effective use of ILT to enliven lessons.
(Arts, media and publishing)
Most teachers make very good use of electronic resources, including the
VLE, to enrich lessons and to support students to extend their learning
outside of lessons.
(Hairdressing & beauty therapy)
Stockton Riverside College 15/03/2010
http://www.ofsted.gov.uk/provider/files/1443479/urn/130576.pdf
Jim Judges
www.judgesconsulting.co.uk
70
Stockton Sixth Form College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
3
3
Teachers have developed well the use of new technology to support
learning but too many lessons do not provide sufficient challenge for more
able students.
In the best lessons a range of activities, including the effective use of new
technology to support learning, motivates and engages students.
Teachers participate in a range of professional development activities;
sessions on using new technology to improve learning have been received
well.
Resources to support learning are good. Students have easy access to
computers and a good range of on-line learning resources in most subjects
to support their studies.
Resources to support learning are good. Students have easy access to
computers and a good range of on-line learning resources in most subjects
to support their studies.
The easy access to computers and material on the college’s intranet that
helps them to do their work.
(What students like)
Stockton Sixth Form College 11/05/2010
http://www.ofsted.gov.uk/provider/files/973653/urn/130577.pdf
Jim Judges
www.judgesconsulting.co.uk
71
Telford College of Arts and Technology
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
1
2
The use of information communication technology to aid learning is
widespread, but teachers rarely make full use of the well-developed
interactive resources.
They make good use of interactive learning technology to reinforce their
explanations.
(Health, Social care & Early Years)
They use information learning technology well to aid learning.
(Business Management & Admin.)
In a few lessons, they make excellent use of information and learning
technologies to aid learning.
(Engineering)
Teachers give very clear guidance to students through very well planned
targets linked to specific paper-based and computer-based resources.
(Literacy, numeracy, key skills and ESOL)
Telford College of Arts and Technology 24/05/2010
http://www.ofsted.gov.uk/provider/files/974631/urn/130796.pdf
Jim Judges
www.judgesconsulting.co.uk
72
Thames Valley University
Grade
3
2
3
3
3
3
3
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
The provision of information learning technologies (ILT) has improved.
However, its use to support learning in lessons varies across subject areas.
Learners speak positively about their increasing use of the virtual learning
environment to catch up on missed work or to research extra resources to
support their learning.
In the best lessons effective use is made of ILT and there are good levels of
active learning. However some teaching is rather uninspiring and, in a
minority of lessons, learners spend considerable time copying notes.
(Business, administration and law)
Teachers use information technology well to enhance learning.
(Visual arts)
Thames Valley University 1/02/2010
http://www.ofsted.gov.uk/provider/files/970597/urn/133901.pdf
Jim Judges
www.judgesconsulting.co.uk
73
Thanet College
Grade
3
2
3
3
3
3
3
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Teachers often provide interesting and meaningful activities and in many
lessons use information learning technologies (ILT) successfully.
Learners are beginning to make good use of the college’s virtual learning
environment to access materials and to view their individual learning plans.
However, not all teachers use technology effectively to make lessons more
interesting and enjoyable. Work-based learners receive insufficient support
to make effective use of ILT in their learning.
More access to laptop and personal computers.
Work-based learners would like to understand and use the college’s virtual
learning environment, ‘The Learning Curve’.
(What learner would like to see improved)
ILT is used well and imaginatively in lessons to support learning, including
the many resources available on the college’s virtual learning environment.
Learners’ target setting and progress monitoring are well managed. Many
learners monitor their own progress online against the learning outcomes of
the lesson.
(ICT)
Few classrooms have ILT facilities and not all teachers are able to use ILT
effectively. Whiteboards are not always used well and are sometimes
jumbled and difficult to read.
Implement a more rapid programme to provide ILT in most classrooms and
plan a comprehensive programme to train teachers in its best use.
(Literacy, numeracy & language)
More motivated learners use teachers’ feedback on the virtual learning
environment to check their progress.
(Arts, Media & Publishing)
Thanet College 11/10/2010
http://www.ofsted.gov.uk/provider/files/1535513/urn/130728.pdf
Jim Judges
www.judgesconsulting.co.uk
74
Wakefield College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
1
1
The college is involved in innovative research and development in teaching
and learning and has national recognition for its work in the use of
information and learning technology (ILT) to improve teaching. Teachers
make excellent use of ILT to enhance the experience of learners.
Teachers use ILT exceptionally well in a number of subject areas, including
sport, construction, ICT and business.
Effective use was made of ILT with interactive software supported by clear
handouts.
(Engineering & manufacturing technologies)
Others produced well-structured reports that have good technical content,
accurate calculations and good diagrams and there is evidence of effective
use of ILT.
Learning technologies effectively support teaching and learning. In a lesson
on moments of area, the teacher used the interactive whiteboard well to
introduce the concept and to apply it to the design of structural members.
(Construction, planning and the built environment)
Staff make innovative use of ILT to support learning. One example is by the
connection of a video camera to the interactive white board. This effectively
demonstrates the installation of hardware components into a computer to
large groups of learners. Tutors use very good monitoring software well to
keep learners on task and to aid communication with individuals. They use
the college’s virtual learning environment extensively.
Other learners use the ‘Blog’ facility on the college’s virtual learning
environment Blackboard in an innovative way to provide feedback to the
(ICT)
learners.
Teachers use information technology well to both support and enhance
learning and to monitor and record learners’ progress. Some staff have
developed excellent resources for use through interactive whiteboards but
do not systematically share these.
Ensure there is better sharing of good practice in relation to lesson planning
and the use of the technology resources to support both teaching and
learning as well as to ensure that staff meet the needs of all learners.
(Sport, leisure & recreation)
Jim Judges
www.judgesconsulting.co.uk
75
Wakefield College (Contd.)
The less good lessons fail to capture positive learner contributions during
group discussion and poor use is made of the available technology such as
interactive whiteboards.
Develop the skills and techniques of staff to ensure that they make most
effective use of group discussion during lessons and are able to make full
use of available technology in classrooms.
(Business, admin. & law)
Wakefield College 17/05/2010
http://www.ofsted.gov.uk/provider/files/973611/urn/130549.pdf
Jim Judges
www.judgesconsulting.co.uk
76
Walford and North Shropshire College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
2
3
4
3
In the most effective lessons, teachers use a wide variety of creative
teaching and learning methods and resources, which include the effective
use of technology and the college’s virtual learning environment.
Walford and North Shropshire College 19/04/2010
http://www.ofsted.gov.uk/provider/files/973603/urn/130797.pdf
Jim Judges
www.judgesconsulting.co.uk
77
Waltham Forest College
Grade
3
3
3
3
3
2
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Information and learning technology (ILT) is used well.
More teachers and learners are using technology for learning, target setting
and assessment. Some teachers use technology very innovatively and
learners value the swift on-line feedback they receive from teachers about
how they can improve their work.
Improvements in the standard of teaching in ESOL were made through the
effective use of ILT in lessons and a review of agency staffing.
(Preparation for life & work)
Teachers take into account the needs of individual learners well. They use
ILT satisfactorily to support learning, with many resources available on the
college’s virtual learning environment (VLE).
Assessment of learners’ work is satisfactory. All learners upload their
assignments onto the VLE where it is marked promptly.
(Business, administration and law)
Waltham Forest College 07/06/2010
http://www.ofsted.gov.uk/provider/files/973625/urn/130456.pdf
Jim Judges
www.judgesconsulting.co.uk
78
Warrington Collegiate
Grade
2
2
2
2
2
1
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Most areas of the curriculum use information and learning technology (ILT)
effectively, but a few teachers are not confident in using it to support
learning.
Learners appreciate the regular feedback that they receive on their work
and the opportunity to access assignments and learning resources on the
college’s virtual learning environment (VLE).
Continue to develop staff’s skills in the use of information and
communication technology to support learning.
(College needs to do to improve)
The use of ILT to support learning is improving. Inspectors saw effective
use of technology in most curriculum areas but this is not yet consistent
across the college.
All cross-college strategy groups have learners represented on them. The
college uses its VLE to access their views, in addition to a range of surveys
that it uses.
They (learners) are positive about the improved scheduling of assignments
and their availability on the college’s VLE. The VLE also allows learners to
access presentations from classes and resources to help them with their
work.
Information and learning technology is used effectively to engage and
interact with learners.
(Foundation for life and learning)
Warrington Collegiate 18/10/2010
http://www.ofsted.gov.uk/provider/files/1444003/urn/130617.pdf
Jim Judges
www.judgesconsulting.co.uk
79
West Cheshire College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
1
2
1
2
2
2
Information and learning technology (ILT) is used effectively to support
teaching and learning. Learners appreciate the flexibility the virtual learning
environment (VLE) provides, giving them access to good learning resources
at times that suit their lifestyles and work commitments.
Many appreciate the flexibility of being able to submit assignments using
the VLE.
Excellent support through the tutorial programme, from guidance staff and
external speakers, helps learners to adopt healthy lifestyles and make safe
choices, for example, in using the internet.
West Cheshire College 19/04/2010
http://www.ofsted.gov.uk/provider/files/973607/urn/130618.pdf
Jim Judges
www.judgesconsulting.co.uk
80
West Herts College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
1
1
2
1
1
2
2
Technology is used well to support learning in most curriculum areas
despite many teaching rooms not being equipped with interactive facilities.
Teachers use innovative approaches to ensure learners can access
technology including the use of laptops, video recoding equipment and
digital cameras.
Learners have improved access to computers; however, the use of
interactive technologies to support and enrich learning and engage students
is underdeveloped in some lessons.
(Performing arts)
West Herts College 15/03/2010
http://www.ofsted.gov.uk/provider/files/970683/urn/130720.pdf
Jim Judges
www.judgesconsulting.co.uk
81
West Suffolk College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
Technology is used with increasing effectiveness to enhance learning, build
confidence and create lively and enjoyable lessons.
Technology is used frequently to enhance lessons, and to encourage
participation. In the better lessons, learners gain skills and confidence to
communicate their learning in an enjoyable, interactive way.
The college recognises that the results of the initial screening and other
assessments are not yet well linked to the electronic ILP process that has
been introduced recently. Some students report that their use of this
system is hindered by lack of access to computer systems.
Ensure the best practice shown in use of ILT in technician courses is shared
across the department in order to.
Very high quality resources are available to learners through the college’s
virtual learning environment (VLE) but computers are not used to enhance
learning for electrical, craft and plumbing learners.
(Construction)
Computers used in some rooms are unreliable.
Improve the quality of computers in some classrooms to further support.
(Health & Social Care)
The majority of learners have good access to computers and most rooms
are well equipped.
(Art, design & media)
West Suffolk College 24/05/2010
http://www.ofsted.gov.uk/provider/files/973601/urn/130818.pdf
Jim Judges
www.judgesconsulting.co.uk
82
West Thames College
Grade
3
3
3
3
3
2
2
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Although interactive learning technology is available, some teachers use it
simply for the presentation of slides and not as a tool for improving
students’ learning and understanding.
When teaching theory, teachers use too narrow a range of teaching
strategies that do not meet the differing needs of students. Information
learning technology (ILT) is mostly used to support whole-group
explanations rather than imaginatively to develop students’ knowledge and
understanding.
Ensure theory lessons use a range of learning activities, including ILT, to
challenge varying levels of students’ abilities, and to check that learning is
taking place.
(Construction)
Teaching and learning are satisfactory. In the better lessons, teaching
promotes good skills development, meets the needs of individual learners
and uses technology well.
(Literacy, numeracy and ESOL)
Closer monitoring of students’ progress through a new VLE tracking system
is contributing to improved retention.
They have a good variety of activities with well-planned resources,
accessible through the college’s virtual learning environment (VLE). ILT,
such as web-based videos, is used well to enhance learning.
(Visual arts & media)
West Thames College 22/11/2010
http://www.ofsted.gov.uk/provider/files/1547793/urn/130447.pdf
Jim Judges
www.judgesconsulting.co.uk
83
Weymouth College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
3
3
3
3
3
2
3
Information and learning technologies are used well to further learning in
the best lessons.
(In the weaker lessons…) Information and learning technologies are
sometimes used without clear connection to the students’ needs or the
objectives of the lessons.
The college virtual learning environment (VLE) is difficult to access and
navigate remotely.
(What learners would like to see improved)
Most lessons are energetic and interest all students. They have a good
variety of activities with well-planned resources, which are available on the
VLE for later reference. Information technology is used well to enhance
learning.
(Visual arts & media)
Where students’ progress is best, good use is made of differentiated
materials and information technology.
(Literacy & numeracy)
In most lessons ILT is used in innovative and interesting ways to reinforce
learning. In others, teachers have allowed images and photographs
downloaded from websites to become an acceptable substitute for using
real equipment.
(Engineering)
Weymouth College 18/10/2010
http://www.ofsted.gov.uk/provider/files/1557217/urn/130653.pdf
Jim Judges
www.judgesconsulting.co.uk
84
Wigan and Leigh College
Grade
2
2
3
2
2
2
3
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
The use of information learning technology (ILT) to support learning is very
good in hair and beauty and limited in early years and play work. The
college has invested considerable resources to develop its virtual learning
environment (VLE). In some areas, for example, A-level provision, Skills for
Life, and art and design, learners value highly the VLE and use it extensively.
E-leaders in subject areas support the development of staff expertise and
web-based materials.
The use of the virtual learning environment
(What learners like)
More access to computers in the learning resource centre.
(What learners would like to see improved)
Increase learner confidence and competence in the use of ILT; promote
learning by reviewing and improving resources to engage learners creatively
in embracing fully technologies that enhance and support learning.
Opportunities for learners to gain confidence and competence in using
smart boards to meet current practice are limited. Learners readily and
appropriately use the internet for research, recording the full web address
but not the date of access.
(Early Years & playwork)
Many computer rooms are large and have now been well equipped with
reliable computers. However, the layout of some rooms leaves insufficient
space for students to complete other work, such as developing
presentations and non-computer-based research.
Create ‘break out’ space in classrooms to allow students to work away from
the computers.
(ICT)
Wigan and Leigh College 1/03/2010
http://www.ofsted.gov.uk/provider/files/970949/urn/130521.pdf
Jim Judges
www.judgesconsulting.co.uk
85
Wirral Metropolitan College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
3
2
Most students have good access to information technology to support their
learning.
Lessons are well planned and executed and many make good use of
technology to help students to learn more effectively.
Information and communication technology (ICT) is used well to support
learning by many teachers but the use of interactive whiteboards is not
sufficiently developed in some subject areas.
Good use is made of assistive technologies and the virtual learning
environment.
The good learning resource centre and information and learning technology
resources.
(What students like)
The amount of time allocated in the learning resource centre on computers
(What students would like to see improved)
Develop students’ confidence and competence in the use of learning
technology to enhance the career prospects of students aspiring to work
with children. Teaching should include regular opportunities for students to
explore the diverse learning opportunities that information and learning
technology now provides on a daily basis in the education of young children.
(Health & social care)
Students take pride in their work and use their information technology skills
well to include explanatory diagrams to enhance their work further.
(Public services)
The use of information and learning technology (ILT) in teaching is
insufficiently developed. Although students are competent in their use of
ILT, it could be used more extensively by teachers to enhance teaching and
learning. The availability and use of interactive whiteboards is insufficient.
Improve the availability and use of technology to support teaching and
learning.
(Science & mathematics)
Jim Judges
www.judgesconsulting.co.uk
86
Wirral Metropolitan College (contd.)
Technology is used effectively to promote and support learning in a relevant
way and is often used as a vehicle for differentiation of the activities for
students at different levels.
An innovative virtual learning environment has been developed to teach
literacy and numeracy on line for those who prefer that method.
(Preparation for life & work)
Wirral Metropolitan College 17/05/2010
http://www.ofsted.gov.uk/provider/files/973615/urn/130493.pdf
Jim Judges
www.judgesconsulting.co.uk
87
Woking College
Overall effectiveness of provision
Capacity to improve
Outcomes for learners
Quality of provision
Leadership and management
Safeguarding
Equality and diversity
Grade
2
2
2
2
2
2
2
Resources to support learning are good. The provision of information and
learning technology (ILT) has improved since the previous inspection and is
used well by staff and students. More staff use it to enhance their lessons
and students use the virtual learning environment (VLE) to catch up on
missed work or to find extra resources to support their learning.
The good access to computers and the resources on the college’s intranet
that help them catch up or develop their understanding
(What learners like)
ILT is now used well by teachers and students in the classroom and
remotely to access a broad range of high-quality resources.
(Science & mathematics)
Woking College 22/11/2010
http://www.ofsted.gov.uk/provider/files/1447869/urn/130831.pdf
Jim Judges
www.judgesconsulting.co.uk
88
Appendix
Using Technology to Support Learning & Teaching
Jim Judges
www.judgesconsulting.co.uk
89
Using Technology to Support Learning & Teaching
This document summarises some of the key expectations related to the use of
technology to support learning and teaching highlighted by Ofsted. The
information is taken from the following two documents:
1. Ofsted Handbook for the inspection of further education and skills from
September 2009 (Ofsted, 2010: Published and updated September
2010).
2. Virtual learning environments: an evaluation of their development in a
sample of educational settings (Ofsted, 2009).
1. Comments from the Handbook for the inspection of further
education and skills from September 2009.
Observation of teaching, training and assessment
Inspectors will normally use some or all of the following methods to collect
evidence on the quality of teaching, learning and assessment:
Short, focused observations of activities. These will usually last
approximately 15 minutes and have a specific focus, for example,
learner support, use of information learning technology, attendance
and personalised learning. Feedback will not normally be given to the
person observed following these sessions.
Quality of provision
B1. How effectively do teaching, training and assessment support learning and
development?
To make their judgements, inspectors will evaluate the extent to which:
interesting and appropriate teaching and learning methods and
resources inspire and challenge all learners and enable them to
extend their knowledge, skills and understanding
technology is used effectively to promote and support learning,
where appropriate
Inspectors should take into account, where relevant:
the adequacy and quality of e-learning
In the ‘Illustrative grade characteristics for quality of provision’:
Satisfactory Appropriate use is made of technology to support and
promote learning.
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C1. How effectively do leaders and managers raise expectations and promote
ambition throughout the organisation?
To make their judgements, inspectors will evaluate the extent to which:
resources, including staff, accommodation, facilities and
technologies, are developed and used to support learning effectively.
In addition to the technology related comments outlined above Ofsted also
states that: ‘Judgements on the quality of teaching, training and assessment
will be based on the Lifelong Learning UK professional standards for teachers,
tutors and trainers in the lifelong learning sectors’ (LLUK, 2007).
These standards include:
BP 2.2 Use a range of effective and appropriate teaching and learning
techniques to engage and motivate learners and encourage
independence.
BP 2.3 Implement learning activities which develop the skills and
approaches of all learners and promote learner autonomy.
BP 2.4 Apply flexible and varied delivery methods as appropriate to
teaching and learning practice.
BK 2.4 Flexible delivery of learning, including open and distance learning
and on-line
BP 5.1 Select and develop a range of effective resources, including
appropriate use of new and emerging technologies.
CP 3.5 Make appropriate use of, and promote the benefits of new and
emerging technologies.
DP 1.2 Plan teaching sessions which meet the aims and needs of
individual learners and groups, using a variety of resources, including
new and emerging technologies.
EP 1.2 Devise, select, use and appraise assessment tools, including
where appropriate, those which exploit new and emerging technologies.
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2. Comments from the publication ‘Virtual learning environments:
an evaluation of their development in a sample of educational
settings’
Ofsted outlined a number of key recommendations for learning providers:
develop specific VLE strategies that identify senior management
responsibilities
ensure that VLEs are designed to enhance learning and are not just a
storage or communication facility
put in place quality assurance procedures that evaluate VLE usage
and set standards
routinely conduct an assessment of the impact of VLEs on learners'
outcomes
develop staff development systems where whole-institution events
concentrate on understanding the potential benefits of the VLE and
sharing of good practice, as well as a general awareness of strategy,
while skills needs are met on an individual basis
link VLE development with improving the effective use of integrated
learning technology in classrooms and workshops.
ensure, where appropriate, that a VLE is used to support learning
across any consortium developing 14–19 diplomas or other shared
provision.
References
Ofsted 2010, Handbook for the inspection of further education and skills from
September 2009
http://www.ofsted.gov.uk/Ofsted-home/Forms-and-guidance/Browse-allby/Other/General/Handbook-for-the-inspection-of-further-education-and-skillsfrom-September-2009
Ofsted 2009, Virtual learning environments: an evaluation of their development
in a sample of educational settings
http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-allby/Documents-by-type/Thematic-reports/Virtual-learning-environments-anevaluation-of-their-development-in-a-sample-of-educational-settings
LLUK 2007, ‘New overarching professional standards for teachers, tutors and
trainers in the lifelong learning sector’
http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf
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