In October 2017, a team of Ofsted inspectors visited Richmond upon Thames College, a general further education college based in Twickenham, to carry out a full four day inspection covering all areas of the college provision.
The final report was published in November 2017 and the outcome of the inspection is that the overall effectiveness of Richmond upon Thames College, along with all areas of the college, is rated good. This includes effectives of leadership and management, quality of teaching, learning and assessment, personal development, behaviour and welfare, outcomes for learners, 16-19 study programmes, adult learning programmes, apprenticeships and provision for learners with high needs.
Principal, Robin Ghurbhurun, said, “I am delighted that Richmond upon Thames College has been judged good in all areas by Ofsted inspectors. Since I started my tenure as Principal, just over three years ago, the college leadership team and all staff have worked hard to improve the quality of teaching and the outcomes for students and this year we achieved the best set of results for the last 10 years”.
“The college leadership team has put in place a number of strategies to raise the effectiveness of the college and improve all aspects of the student experience and learner journey”.
“We are currently building a new state of the art campus in Twickenham which will open in 2019 and will accommodate our current and future students. We aim to establish Richmond upon Thames College as an outstanding destination for the public, local community and employers while creating a major gateway to employment and higher skills”.
“I would like to thank all my staff for their dedication and commitment to securing such a fantastic Ofsted outcome. Richmond upon Thames College is well and truly on a journey to becoming an outstanding technical and professional hub for London with a reputation for academic excellence”.
Highlights from the Ofsted report include:
Leaders and managers have a clear and ambitious vision for the college to increase the participation of learners by offering a varied curriculum to meet the needs of the local communities. They have successfully reshaped the curriculum offer to increase the number of vocational courses for students.
Leaders and managers work effectively with a wide range of partners, including employers and local universities to develop training initiatives and programmes to support students in progressing into employment and in engaging with their local communities.
Students are well motivated, have high aspirations and are keen to learn. Current students and apprentices make or exceed the progress expected of them.
Students have high levels of respect for one another and behave very well. They enjoy attending college and have high aspirations for what they can achieve.
Staff share a determination to improve the quality of teaching, learning and assessment, which is now good.
Teachers and assessors are well qualified. They are ambitious for their students and use their industry experience well to plan and teach sessions that interest and meet the needs of the vast majority of students.
Students recognise the importance of English, mathematics and IT skills in their future learning and careers. Students have good skills in these areas.
Students feel safe, know how to raise concerns and have a good understand of personal safety, including online safety.
Staff prepare students well for life in modern Britain and teachers promote British values effectively during tutorials and in lessons.
Students’ achievement of their qualifications, including English and mathematics GCSE, is good.
Teachers successfully support students to overcome barriers to employment and learning. As a result, the majority of students progress to higher level learning or employment.
Students with high needs and learning difficulties and/or disabilities make good progress and achieve well. They develop their independence skills effectively to support them to progress to higher levels of study.
Apprentices develop good industry skills and demonstrate the expected behaviours required for their sectors.
Read the full report: www.ofsted.gov.uk