At Bradford College, our teaching standards are of the highest importance. Whatever the level or area of study, we aim to help our students achieve and progress.
Our teaching performance for 16-18 year olds is available at the UK Government's online performance data for Bradford College.
Ofsted is an independent body that reports to parliament. It inspects and regulates many of our services.
The latest Ofsted inspection report (2018) for the Initial Teacher Education (ITE) Partnership at the college has rated our provision as 'Good'. Inspectors found that the Partnership provided good outcomes for trainees, good quality training across the partnership and also assessed the leadership and management to be good. Inspectors found leaders had an “unrelenting commitment” to providing opportunities for potential applicants to realise their ambitions to become teachers. They acknowledged that trainees benefit from teaching in a range of schools and have opportunities to practise their skills in different socio-economic settings as well as in different size schools, and schools judged to be good and outstanding and those requiring improvement.
The report noted: “This breadth of placements is good preparation for trainees entering the teaching profession.”
Our most recent full inspection published in 2017 rated Bradford College as 'requires improvement'.
The ‘requires improvement’ rating has replaced the previous grade of ‘satisfactory’ in the new inspection framework.
The inspection report details areas for the college to improve, with six of the eight key judgements rated as ‘requires improvement’ and two rated ‘good’.
Ofsted inspectors graded the areas of Adult education and Apprenticeships as 'Good'. These areas demonstrated core strengths and significant progress.
- Most learners and apprentices who complete their programmes progress to employment, further or higher education, greater integration in the community, increased independence and other beneficial outcomes.
- Employers work collaboratively with assessors and apprentices to plan learning and set targets. As a result, apprentices are motivated to make good progress and exceed targets. The great majority of apprentices gain or retain secure employment as a result of their apprenticeships. Many gain increased responsibilities at work or promotion to more senior positions. Employers greatly value the skills that apprentices bring to their businesses.
- Leaders and managers design adult programmes very well to meet the needs of local employers and the local labour market.
The report detailed how leaders and managers promote a culture of pride, respect and tolerance which embraces the diversity in the College and its local community. As a result, staff and learners demonstrate these fundamental values well, and most learners are extremely well prepared for life in modern Britain.
Valuable partnerships are developed and managed to ensure that the curriculum responds well to the needs of the local community; these include partnerships with local employers and community groups and the College has an exemplary commitment to developing and enhancing unity, labour force skills and economic regeneration in the community.
Teachers and assessors use their industry or sector experience well to plan and manage activities so that learners gain new skills appropriate to their career paths.
Learners, trainees and apprentices benefit from advice and guidance that supports them in making career decisions. Highly-qualified careers advisers provide valuable help to learners.
The College’s commitment to safeguarding, provision of interesting and varied enrichment activities for learners, and quality of information, advice and guidance were also praised.
Learners benefit from a wide range of enrichment activities, including sporting, cultural and community activities. Many learners make valuable contributions to the local community, and staff ensure that most enrichment activities link to projects that develop learners' employability skills.