Inspection

Ofsted Inspection 2007

The college received a very favourable inspection report in its most recent inspection.
This is available directly from this link to the Ofsted website or to download here

The report cited that :-
"The quality of provision is outstanding and has improved further on the high standards reported in the 2004 inspection."

Key Strengths

• very high pass rates on AS and A level programmes
• high retention rates across the college
• the exceptional progress made by the majority of learners in relation to their
  starting points
• excellent arrangements to ensure every student matters
• high quality teaching and learning
• rigorous and highly effective monitoring of students’ progress
• excellent progression rates to higher education
• excellent range of and participation in student enrichment programmes
• outstanding academic support and guidance
• the strong focus on improvement by staff at all levels of the organisation
• outstanding leadership and management.

Ofsted Inspection 2004

The report cited that :-
"The quality of much teaching and learning at the college is outstanding."

Key Strengths

• students' outstanding achievements
• the exceptional value that the college adds to students' progress
• high quality of teaching and learning
• impressive standard of students' work
• focus of all staff on caring for each student as an individual
• outstanding procedures for monitoring and improving students' progress
• excellent academic support for students
• collaboration between managers, teachers and students in raising standards
• strategies for ensuring that teachers can focus on their teaching
• students' participation in a wide range of extra-curricular activities
• senior managers' communication with staff and students

FEFC inspection 1998 and 1994

All post-16 colleges are, since April 1993, incorporated bodies and are subject to inspection by the Further Education Funding Council every four years. College provision is divided into cross-college and curriculum areas and receives a grade of 1-5, where 1 is exemplary and 5 the lowest grade.
Greenhead was inspected in 1994 and again in October 1997 with the second report being published in January 1998. In 1998, the process involved validation of the college's own Self-Assessment Report. All cross-college provision was inspected but the inspection team chose to inspect only five curriculum areas.

1998 Summary

"The judgements made by the college in its self-assessment report about the strengths and weaknesses of the curriculum areas were accurate as were most of those made about the aspects of cross-college provision.

• Standards of teaching and learning are outstanding.
• Students achieve high levels of success in their external examinations and benefit from the opportunity to participate in a range of enrichment activities which contribute significantly to their personal development.
• The college is a good example of a truly inclusive learning environment.
• Support for students is outstanding.
• Effective links have been established with local schools, colleges and external agencies.
• The college makes effective and efficient use of its accommodation.
• Staff and students have easy access to learning resources which are of good quality.
• A highly effective system based on value-added criteria is used to support students' progress.
• Rigorous monitoring of academic performance by senior management has led to continuous improvements in students' achievements.
• Managers give clear direction about the values which the college should promote.
• Governors have an appropriate range of skills and expertise. They demonstrate a clear commitment to the college and the achievements of students, and monitor finances closely."
  Inspection Report 1998"

Quality Assurance

From the 1998 FEFC Report:
"The central feature of the college's quality assurance arrangements is the value-added system which provides an effective means of measuring student and staff performance. The system has attracted national interest and has been adopted by many schools and colleges. The system is based on an analysis of the students' GCSE results on entry. Their subsequent progress is closely monitored and teachers compare their performance in tests and assignments with a graphical scale which helps them to predict the results students are likely to achieve at GCE A-level. The value-added approach informs both teachers and students. Students benefit from the early predictions and regular monitoring. Targets are identified, monitoring procedures are well-defined and students are motivated to acjieve their potential. A high level of support is provided for under-achieving students. Staff and students are strongly committed to the scheme and it enjoys the support of parents and governors."
This was the subject of a Queen's Anniversary Prize in 1996.