We are delighted to announce that, following an inspection in late 2022, we have received a ‘Good’ Overall Effectiveness rating from Ofsted with ‘Good’ across all eight key areas.
We are particularly proud to share that we also received the highest possible rating for our contribution to meeting skills needs, with inspectors praising our ‘highly responsive’ approach to the ‘changing needs of the local community’.
Julie Richards, Principal and CEO, said:
“We are delighted to achieve such a positive Ofsted inspection which is testament to the remarkable staff and students at Chesterfield College.”
“We are particularly pleased to achieve the highest judgement for our contribution to the skills agenda, one of only a handful of providers to be recognised for this across the UK.”
“This demonstrates the college’s ability to support our local businesses and communities to grow and prosper and confirms the positive relationships we have fostered to address the skills needs for the future.”
In the report, Ofsted praised:
Our learners:
- “Students’ work shows strong critical analysis skills and the ability to understand and analyse complex information.”
- “Students demonstrate high levels of empathy and maturity in their practical work.”
- “Many volunteer in valuable community activities. For example, students participate in a clothes swap that promotes sustainability and design clothes with school children that promote inclusivity.”
- “Students explore each other’s opinions respectfully and can link British values to their subject.”
Our teachers:
- “Teachers set clear expectations for students’ behaviour. Classrooms are calm and productive environments.”
- “Teachers plan the curriculum effectively to gradually develop students’ and apprentices’ underpinning knowledge and skills”
- “They use a variety of appropriate activities, provide clear explanations and design good-quality resources. Teachers make good links between theory and practical activities.”
- “Teachers prepare apprentices well for their final assessments.”
- “Teachers provide students with good-quality written or spoken feedback. Students understand their strengths and how to improve their work.”
- “They benefit from a range of opportunities to keep their subject-specific knowledge and skills up to date, such as on-site visits and shadowing activities in industry. They use this experience to enhance the curriculum for students and apprentices. For example, carpentry and joinery teachers receive training on sustainable kitchen fitting and share this with students.”
Our contribution to meeting skills needs:
- “The college makes a strong contribution to meeting skills needs.”
- “Leaders understand very well how they contribute to meeting the skills needs of the local and regional area. They establish several highly beneficial partnerships with relevant stakeholders to support economic recovery and regeneration.”
- “Leaders and managers involve employers and universities very effectively in curriculum design and implementation.”
- “Leaders are very proactive in seeking advice on new sector developments and the latest industry standards. They make good use of funding to update premises and purchase industry-standard equipment and resources to meet future skills needs. This equips students very well with the skills they need for their future careers.”
- “Leaders are highly responsive to the changing needs of the local community, which is rightly valued by their partners. For example, managers quickly adapted the ESOL curriculum as a direct response to the growth of Ukrainian refugees in the area.”
The support we offer our learners:
- “Students and apprentices highly value the support and encouragement they receive from staff. Learning, engagement, achievement and progress (LEAP) mentors have a very positive impact on students. They help them to develop useful strategies to manage their physical and mental health.”
- “Students and apprentices feel safe at college or at work. They have access to a wellbeing hub, where they can receive specialist advice and support. Staff are vigilant, and students and apprentices are confident that any concerns that they raise will be dealt with effectively by staff.”
- “Students, including those with high needs, have access to a wide range of clubs and societies”
- “Students with additional needs are identified quickly, and appropriate support is put in place to meet their needs. Teachers support students with special educational needs and/or disabilities who move from pathway courses into vocational courses well. They ensure learning support staff are consistent and that any ongoing support strategies are understood by teachers.”
- “Managers ensure that students and apprentices have access to a wide range of help and support. They work well with local agencies and charities to provide this. Where referrals are made, staff record these in detail and take timely and appropriate actions to support students. The safeguarding team is diligent, reflecting on and developing approaches to supporting students and apprentices.”
Our focus on progression and employment:
- “Young people set career goals and plan how to achieve them. Apprentices often secure permanent roles following their studies. Adults develop valuable life skills or gain qualifications to help them progress to higher education. Students with high needs have clear progression routes to develop their independence or gain employment.”
- “Leaders and managers plan the curriculum with a strong focus on progression and employment. For example, there are clear progression routes from entry level pathway courses to vocational courses. Students are well prepared to make the transition because of the subject taster sessions they complete.”
- “Young people benefit from good opportunities to undertake a range of work-related activities. This includes work experience, guest lecturers, work-related projects and visits and trips. Students with high needs, who study vocational courses, benefit from these high-quality opportunities.”
- “Careers staff work very closely with curriculum teams to help students, adults, apprentices and students with high needs understand the potential routes available to them.”
The full report is available to read on the Ofsted website at Ofsted | Chesterfield College.
