Barking
College

REPORT FROM
THE INSPECTORATE

1997-98
THE
FURTHEREDUCATION
FUNDING
COUNCIL

THE FURTHER EDUCATIONFUNDING COUNCIL
The Further Education Funding Council has a legal duty to make surefurther education in England is properly assessed. The FEFC’s
inspectorate inspects and reports on each college of further educationaccording to a four-year cycle. It also assesses and reports nationally on
the curriculum, disseminates good practice and advises the FEFC’s quality
assessment committee.
College inspections are carried out in accordance with the framework andguidelines described in Council Circulars 97/12, 97/13 and 97/22.
Inspections seek to validate the data and judgements provided by collegesin self-assessment reports. They involve full-time inspectors andregistered part-time inspectors who have knowledge of, and experience inthe work they inspect. A member of the Council’s audit service works withinspectors in assessing aspects of governance and management. All
colleges are invited to nominate a senior member of their staff toparticipate in the inspection as a team member.

Cheylesmore House
Quinton Road
Coventry CV1 2WT
Telephone 01203 863000
Fax 01203 863100© FEFC 1998
You may photocopy this report. A college may use its report inpromotional material provided quotes are accurate, and the findingsof the inspection are not misrepresented.

Contents

Paragraph

Summary
Context
The college and its mission

1

The inspection

6

Curriculum areas
Computing8

Construction

14

Engineering

20

Business

25

Childcare and health care

31

Provision for students with learning difficulties and/or disabilities 37
Cross-college provision
Support for students

45

General resources

51

Quality assurance

59

Governance

66

Management

71

Conclusions

78

College statistics

Barking College

Grade Descriptors

Retention and Pass Rates

Inspectors assess the strengths and weaknessesof each aspect of provision they inspect. Theirassessments are set out in the report. They use
a five-point scale to summarise the balance
between strengths and weaknesses.

Where data on students’ achievements appear
in tables, levels of achievement are shown in
two ways:•

as a retention rate, which is the proportionof students who completed a course inrelation to the number enrolled on
1 November in the first year of the course•

as a pass rate, which is the proportion of
students which passed examinations inrelation to the number entered. Pass rates
for GCE A level are quoted for grades A to
E unless otherwise specified. Pass rates
for GCSE courses are quoted for grade C or
above unless otherwise specified. Passrates for vocational and professional
awards are for successful completion of thefull award.

The descriptors for the grades are:•grade 1– outstanding provision which has
many strengths and few weaknesses•

grade 2 – good provision in which thestrengths clearly outweigh the weaknesses•

grade 3 – satisfactory provision withstrengths but also some weaknesses•

grade 4 – less than satisfactory provisionin which the weaknesses clearly outweighthe strengths•

grade 5 – poor provision which has few
strengths and many weaknesses.

Aggregated grades for aspects of cross-college
provision, curriculum areas and lesson
observations, for colleges inspected during
1996-97, are shown in the following table.
Grade
1
%

2
%

3
%

4
%

5
%

Curriculum
areas

9

59

30

2

–

Cross-college
provision

18

51

27

4

–

Lessonobservations

19

42

31

7

1

Source: Quality and Standards in Further Education
in England 1996-97: Chief inspector’s annual report.
Grades were awarded using the guidelines in Council
Circular 93/28, Assessing Achievement.
Sample size: 122 college inspections

Summary

Barking College
Greater London Region
Inspected February 1998
Barking College is a general further educationcollege in the London Borough of Barking andDagenham. The college’s self-assessment
process is rigorous. The college’s
self-assessment report is thorough and its
judgements are supported by comprehensive
evidence. The college has sound plans toimprove the quality of provision and, at the timeof the inspection, it had made significant
progress in carrying these out.
The college offers courses in all of the FEFC’s 10
programme areas. Provision in six programmes
areas was inspected, together with aspects ofcross-college provision. The college offers
courses from foundation level to higher
education. Since the last inspection, the college
has made significant improvements in thequality of its provision. It has productive
relations with other colleges, employers, thelocal authority and the TEC. Teaching is good.
The college’s quality assurance procedures are
exemplary. The proportion of lessons graded
1 or 2 by inspectors was 12 percentage points
higher than in the last inspection. The college
has improved considerably its support for
students. The management of the college isoutstanding. Staff are self-critical and they

Curriculum areaGradeevaluate their own performance openly andhonestly. Governors have strong links with thelocal community and with major employers.
They make a significant contribution to the workof the college. General resources are good.
There have been substantial improvements toaccommodation and to IT resources over the last
three years. The college should improve: thearrangements for governors to receive monthly
management accounts in good time before
committee meetings; the management ofelectronics courses; some poor tutorial practice;students’ achievements and retention rates onsome courses; and poor attendance by somestudents.
The grades awarded as a result of the inspection
are given below.

Cross-college provision

Grade

Computing3

Support for students

2Construction

2

General resources2

Engineering

2

Quality assurance

1

Business2

Governance2Childcare and health care

2

Management

1

Provision for students with learning
difficulties and/or disabilities

2

Barking College
1

Context

The College and its Mission
1
Barking College is a single-site generalfurther education college situated in the London
Borough of Barking and Dagenham close to theborder of Havering and less than a mile from
Romford. It lies in the area covered by the
London East Training and Enterprise Council(TEC). The college competes for students withfive other general further education colleges andfour sixth form colleges in the area.
Barking and Dagenham has eight 11 to 18
comprehensive schools and a new purpose-built
special school which caters for students fromage three to 19.

•

a learner-centred college promoting
equality of opportunity in all that it does•a major contributor to the national targets
for education and training meeting theneeds of school-leavers, employers andadult returners’.

It is committed to working:2
Barking and Dagenham is the smallest
London borough with a population of
approximately 157,000. According to the 1991
census, only 30.3 per cent of the population
were in professional, managerial or technicaloccupations, compared with 39.5 per cent inGreater London as a whole. Minority ethnic
groups form 6.8 per cent of the population of
the borough, compared with 23 per cent inGreater London as a whole. Barking andDagenham is one of the most industrialisedboroughs in London. The industrial belt along
the banks of the Thames includes large
companies with which the college has developeda range of collaborative provision.

•‘to meet client requirements with courtesy,
efficiency and professionalism•

in partnership with other educational
establishments to provide progression tofurther and higher education andemployment•

with industrial and commercial partners tocreate a prosperous local economy’.

5
The college has specified six strategic
objectives for the period 1997 to 2000.
These are to:3
In 1994, the college recognised thepotential to expand its provision of training on
employers’ premises in collaboration withexisting and new business partners.
It established a division of industrial andcommercial development, to develop andco-ordinate this work. Collaborative provision
expanded throughout 1995 and 1996 and now
represents about 30 per cent of the college’s
total provision.

•‘develop an inclusive learner-centred
curriculum that meets local, regional andnational client needs•

create an organisational cultureemphasising staff involvement, teamwork
and quality•

exploit the full potential of information
technology (IT) within the college, and withits business and community partners•

help businesses to compete within
European and global markets•

ensure a safe, healthy and attractive
environment in which to work and study•

increase efficiency through the improved
management of resources’.

4
The college in its mission statement aims tobe:•‘a major provider of quality, cost-effective,
post-16 learning and personal development
opportunities

Barking College
2

Context

The Inspection

attendance during the inspection was 78 percent. This compares with an average of 77 percent for all colleges inspected in 1996-97,
according to the same report.

6
The college was inspected in February
1998. Prior to the inspection, inspectors
reviewed the college’s self-assessment reportand information about the college held by otherdivisions of the Further Education Funding
Council (FEFC). The college submitted data on
students’ achievements for the three years 1995
to 1997 which were validated against primarysources, such as class registers and pass lists
issued by examining bodies. The college wasnotified of aspects of provision to be inspected
approximately two months before theinspection. The inspection was carried out by
11 inspectors and an auditor working in thecollege for a total of 47 days. They observed
78 classes and examined students’ work anddocumentation relating to the college and its
courses. Meetings were held with governors,
managers, teachers, students, support staff andemployers.
7
Of the lessons inspected, 68 per cent wererated good or outstanding and about 8 per centwere less than satisfactory. This compares with
figures of 61 per cent and 8 per cent,respectively, for all colleges inspected during
1996-97 according to Quality and Standards inFurther Education in England 1996-97: Chief
inspector’s annual report. The average level ofLessons: inspection grades by programme of
study
Programme

Grade
1

2

3

4

5

Totals

GNVQ

2

13

6

1

0

22

NVQ*

6

12

6

2

0

26

Other**

7

13

7

3

0

30

Total

15

38

19

6

0

78

*includes one tutorial**includes three tutorials

Barking College3Curriculum Areas

Computingcollege’s self-assessment report that students areprovided with an appropriate balance oftheoretical and practical work. Lessons are
effectively planned and teachers use a goodrange of learning support materials. In several
instances, students arrived late for lessons.
Overall, students’ attendance in lessons was low.
In some lessons, students were reluctant toanswer questions. In a few practical sessions,some students made little progress.

Grade 38Inspectors observed 12 lessons.
The self-assessment report is comprehensive
and identifies the key strengths andweaknesses of the computing provision.
However, insufficient emphasis is given in thereport to low retention rates and poor passrates on some courses.

12 Some students produce work of a highstandard and they carry out practical work
competently. However, other students fail tocomplete their coursework by the specified
deadlines. On some courses, for example
advanced part-time and GNVQ intermediate, thestudents’ retention and pass rates are low.
The majority of successful students progress tocomputing-related courses in higher education.

Key strengths•

well-planned and effectively-managed
courses•

an effective range of learning support
materials•

accessible and up-to-date computer
hardware and software for students

13 The inspection team agreed with thejudgement in the self-assessment report, thatthe quality of specialist resources is high.
Teachers are well qualified and, collectively, they
have a good range of expertise. Full-timeteachers attend courses and conferences whichenable them to keep abreast of current
developments in their subjects. Most teachers
have assessor and internal verifier
qualifications. Students have access to a goodrange of up-to-date computer equipment.
The teaching accommodation is well furnishedand it is used well.

Weaknesses•

students’ poor punctuality and low
attendance on some courses•

poor retention rates on a few courses•

the placing of a few students on courses
beyond their capability•

some low pass rates

9
The college offers an extensive range ofcourses in computing and IT. Students who are
successful on these courses can progress tomore advanced studies or to relevant
employment. A few students are unable to copewith the demands of their courses.
10 Courses are effectively managed. Course
team meetings provide opportunities for staff to
discuss and, where appropriate, resolve
emerging issues. Schemes of work are detailed.
Teachers work collaboratively to ensure that
there is continuity and progression in thestudents’ learning.
11 Almost all teaching is satisfactory or good.
The inspectors agreed with the finding in the

Barking College
4Curriculum Areas

Examples of students’ achievements incomputing, 1995 to 1997
Course grouping

1995

1996

1997

Advanced full time

Retention (%)
Pass rate (%)

55
71

71
89

62
61

Advanced part time

Retention (%)
Pass rate (%)

50
57

50
100

38
63

GNVQ intermediate

Retention (%)
Pass rate (%)

*
*

*
*

79
23

Other intermediate

Retention (%)
Pass rate (%)

94
42

98
46

90
66

Source: college data*no comparable course running

Barking College
5Curriculum Areas

Construction

facilitate more flexible modes of attendance.
Full-time and part-time programmes arereviewed annually and the internal verificationof courses is effective. The inspectors agreed
with the findings in the self-assessment reportthat IT is not sufficiently integral to courses andthat there is little specialist computer software
available to students.

Grade 214 The college has made substantial
improvements to the quality of its
construction provision since the lastinspection. Inspectors observed 12 lessons.
The inspectors agreed with the findings in the
self-assessment report in respect of thiscurriculum area.

17 Most teaching is carefully planned.
Staff use a variety of appropriate teaching
methods. Students are fully involved inclassroom activities which challenge them tothink and exercise their initiative. Teachers
make constant and appropriate references tocurrent industrial practices and they checkregularly to make sure that the students
understand the lesson. Assignments andprojects are vocationally relevant. A few lessons
were unimaginative. In these, the teacher
talked too much and the students were not given
enough demanding work to do.

Key strengths•

carefully-planned and well-presented
lessons•

the full involvement of students in theirlearning•

the industrial context of lecturers•

good internal verification procedures•

many students’ good retention and pass
rates

•

the high-quality of students’ practicalwork, especially in brickwork andinterior decorative techniques•

the well-organised tutorials

18 The quality of students’ work is generally
good. Students carry out practical work
competently and safely. A student on theelectrical installation course produced a highstandard of work in assignments anddemonstrated competency in quality assurance,
installation and commissioning, fault diagnosis
and rectification. In a practical lesson on a C&G
course in interior and decorative techniques, thestudents, all of whom were female, produced avariety of imaginative and creative designs.
A student on a brickwork course produced awell-designed herringbone panel and thefinished product had acceptable dimensional
tolerances. Key skills are effectively
incorporated into courses and they are assessed
separately. Students spoke favourably of theirteaching and learning. The self-assessment
report identifies that students are highly
satisfied with their courses. Retention rates are
satisfactory and pass rates on some courses areabove national averages. The achievement rate
for the NVQ level 3 qualification has improved
significantly over the last three years.

Weaknesses•

students’ lack of punctuality and, insome instances, poor attendance•a few unimaginative lessons•

ineffective integration of IT with thecontent of courses

15 The college offers a good range of courses
in construction. It has been successful inwidening participation in these. For example, in
1997-98, 13 women enrolled on the new Cityand Guilds of London Institute (C&G) course ininterior and decorative techniques.
16 The curriculum is effectively managed andoffers students opportunity for progression.
In the school of construction technicians, atwo-semester system has been introduced toBarking College
6Curriculum Areas

Attendance was low during the week of theinspection, partly due to a programme ofindividual tutorials, and it averaged 67 per cent.
19 Tutors are well qualified and suitably
experienced. The majority of teachers haveobtained verifier qualifications and mostteachers and support staff have up-to-dateindustrial experience. Inspectors agreed withthe judgements in the self-assessment reportthat the college has a sufficient number ofsuitably-equipped workshops for its construction
courses. The electrical installation workshop is,
however, cramped.
Examples of students’ achievements inconstruction, 1995 to 1997
Course grouping

1995

1996

1997

C&G courses

Retention (%)
Pass rate (%)

72
56

81
78

82
64

NVQ level 3

Retention (%)
Pass rate (%)

71
56

72
71

80
80

NVQ level 2

Retention (%)
Pass rate (%)

56
62

61
78

50
58

Higher national certificates

Retention (%)
Pass rate (%)

75
86

86
92

57
50

National diplomas

Retention (%)
Pass rate (%)

57
100

64
88

58
71

National certificates

Retention (%)
Pass rate (%)

64
67

61
75

80
68

Source: college data

Barking College
7

Curriculum Areas

Engineering

Many mechanical and production engineering
students benefit from training which the college
provides in collaboration with another college
and a large local employer. Such collaboration
is successful and the training offered is of a highstandard. In a few lessons, students learn little
and they are not challenged enough to think andexercise their skills.

Grade 220 The inspection focused on mechanicaland electronic engineering courses, including
the college’s collaborative provision.
Inspectors observed 12 lessons.
The inspectors agreed with the college’s
self-assessment of the significant strengths
and weaknesses in this curriculum area.

22 Much of the students’ work is good.
Most written assignments and portfolios of work
are thorough and well presented. Teachers are
consistently fair in their marking and theirassessment includes helpful written comments
on how the students may improve their work.
The inspectors agreed with the findings in the
self-assessment report that most teachers expect
high standards of work from their students andthat many assignments and projects aredemanding. One extended project was carefully
designed to cover all the mechanical workshop
skills which students had acquired over a periodof several weeks. In most cases, the completed
mechanisms and associated reports were of ahigh standard. Retention rates are high on
many courses. Pass rates are at or above
national averages for most mechanicalengineering courses and they have risen steadily
on electronics and mechanical engineeringcourses. Most pass rates are high onengineering courses which are provided throughcollaborative arrangements. Retention rates andpass rates on some electronics courses are poor.

Key strengths•

carefully-planned and well-managed
courses•good or outstanding teaching•clearly-written and well-presented
teaching materials•

good student retention rates on mostcourses•good pass rates on most courses

Weaknesses•

uninspired teaching in a few lessons•

low attendance rates on some courses•

low retention rates on some electronics
courses

21 The quality of teaching is generally good.
In the best lessons, teachers use a variety ofteaching methods to engage and sustain theinterest of students in the topic underconsideration. Useful reference is made tocurrent industrial practice and theoreticalaspects are related to practical applications.
Students are encouraged to draw upon theirown experiences in the work place. In mostlessons, teaching materials are well preparedand they provide students with clear, useful
information. Assignment and project briefs arethorough and give clear guidance on grading
criteria. Where key skills are an integral partof engineering assignments, students areclearly told how they are to be assessed.

23 Mechanical engineering courses are
effectively managed. Most course teammeetings have focused on the key issues ofstudents’ retention rates and students’achievements. Staff have a clear awareness of
the importance of setting and achieving targets
and of the need for cost effectiveness in deliveryof the provision. The college’s self-assessment
report refers to staffing problems in the schoolof electrical and electronic engineering.
The management of some of the electronic
courses has been ineffective. Some course
teams have not adequately addressed the

Barking College8Curriculum Areassignificant issues of students’ attendance,
retention and achievements. The internalverification of all engineering courses is usuallythorough.
24 The majority of mechanical engineering
students are employed by a major multinational
car producer and, together with college staff,
they have access to its high-quality training
facilities and equipment. As stated in thecollege’s self-assessment report resources areoutstanding for engineering provision which isdelivered in collaboration with otherorganisations. Electronics students are provided
with excellent computer-based resources.
There is a need to update some generalequipment. Most teachers are well qualified
and, as a result of their industrial links and staff
development activities, many have a goodknowledge of current industrial practice.
Examples of students’ achievements inengineering, 1995 to 1997
Course grouping

1995

1996

1997

C&G mechanicalengineering

Retention (%)
Pass rate (%)

86
53

87
60

88
67

C&G electronicengineering

Retention (%)
Pass rate (%)

94
20

78
28

85
51

BTEC national and higher
national courses

Retention (%)
Pass rate (%)

79
80

100
85

100
53

Source: college data

Barking College
9Curriculum Areas

Businessthemselves of the progression opportunities
offered by the provision. A valuable feature of
the management programmes, noted by thecollege in its self-assessment report, is theextent to which learning programmes can be
tailored to the needs of individual students.
The business provision has been developed inline with the college’s strategic plan.
Courses are well managed by teams of teachers
who work well together.

Grade 225 Twelve lessons were inspected.
Inspectors mostly agreed with the statementsof significant strengths and weaknesses of theprovision in business given in the college’s
self-assessment report. In many cases, actionis already being taken to address issues
identified in the report.

27 Courses and lessons are planned carefully.
There are detailed schemes of work for all
courses and the preparation of these to acommon format is a strength which the college
recognised in its self-assessment report.
Most lessons are managed effectively byappropriately-qualified teachers who arecommitted to ensuring that their students
succeed. Teachers provide their students with arange of carefully-planned activities which
motivate them and help them to learn effectively.
Students are given good help and support withkey skills. In general, teachers cope well in
dealing with the different levels of ability ofstudents in the same group. A few lessons,however, were insufficiently demanding for the
more able students. Although most teachers areaware that they need to check periodically thatstudents understand the lesson, they do notalways do this effectively, as the college
recognises in its self-assessment report.
Some teachers do not use visual aids well.
In some lessons, students were required to dolittle more than copy notes laboriously from thewhiteboard or an overhead projectortransparency. With the exception of thelecturers on management courses, teachers do
not expect or require their students to undertakemuch private study in their own time.

Key strengths•

good range of courses offering students
ample scope for progression•

management programmes tailored toindividual students’ needs•

well-managed and effectively-planned
courses and lessons•

good key skills support for students•

good use of students’ workplace
experiences in lessons•

accurate marking of assignments andhelpful feedback to students on theirperformance•

mainly high retention rates•

good pass rates on some courses

Weaknesses•

unimaginative use of visual aids inlessons•a few insufficiently-demanding lessons
for more able students•

insufficient private study by students•

some low pass rates on businessadministration courses

26 Courses address the needs of a wide
variety of students, including school-leavers,
people in employment who wish to improvetheir qualifications in order to enhance theirpromotion prospects, and adults who want toacquire specific skills that would prove attractive
to potential employers. Many students avail

28 As the college records in its self-assessment
report, adult students have ample opportunities
to apply knowledge and skills gained in theworkplace in their assignment work and in work
carried out in lessons. Full-time students
benefit from well-organised work placements.

Barking College
10Curriculum Areas

Students on administration courses have regular
opportunities to undertake business-related
tasks in the college’s business centre. The IT
equipment used by business students is steadily
being upgraded.

developing sound communication skills.
They make particularly good progress in lessons
on timetabled key skills.
30 In its self-assessment report, the college
recognises that retention rates are good on mostbusiness courses. The pass rates are generally
satisfactory, but in some cases, rates havedeclined over the past year. In its
self-assessment report, the college expresses
concern about the substantial number ofstudents who fail to gain a full NVQ in
administration. However, students on the NVQ
administration course have a good record ofobtaining jobs. Many students who successfullycomplete their course progress to higher level
programmes.

29 Most students’ written work is of an
appropriate standard. The portfolios of work by
students on courses leading to general national
vocational qualifications (GNVQs) and national
vocational qualifications (NVQs) are carefully
maintained and provide clear evidence ofcompetences acquired. On the whole, students’work is satisfactorily presented. Students on
GNVQ courses at foundation and intermediatelevels seldom use a wordprocessor to improve
the presentation of their work. Teachers grade
assignments accurately and usually provide
students with detailed guidance on how they
could improve their work, a strength recordedin the self-assessment report. Students are

Examples of students’ achievements inbusiness, 1995 to 1997
Course grouping

1995

1996

1997

GCE A level accounting

Retention (%)
Pass rate (%)

91
10

91
60

65
64

GCE A level businessstudies

Retention (%)
Pass rate (%)

*
*

*
*

91
68

RSA NVQ level 3
administration

Retention (%)
Pass rate (%)

*
*

81
54

96
55

NVQ levels 3 and 4
management

Retention (%)
Pass rate (%)

*
*

97
71

96
71

GNVQ advanced business

Retention (%)
Pass rate (%)

96
57

96
76

96
48

BTEC national certificate
business

Retention (%)
Pass rate (%)

62
96

42
81

52
77

Association of Accounting
Technicians foundation

Retention (%)
Pass rate (%)

86
24

62
74

96
41

Source: college data*no comparable course running

Barking College
11Curriculum Areas

Childcare and Health Care

33 Considerable efforts are made by thecollege to ensure that students participate inwork experience. As far as possible, work
experience is planned to match students’interests and aspirations. Students areprepared carefully for their work placements
and their progress in these is monitoredeffectively. In lessons, teachers draw upon thework experience of students effectively and it is
an important focus of learning activities andassignments.

Grade 231
Inspectors observed 16 lessons oncourses offered in the college and as part ofthe college’s collaborative provision.
The inspectors agreed with the college’s
comprehensive assessment of the quality ofprovision in this curriculum area. The action
plan for addressing issues raised in the
self-assessment report is proving effective.

34
Some progress has been made in
improving the effectiveness of internalverification procedures. However, theself-assessment report notes that more work isneeded to strengthen the internal verification
process within NVQ and GNVQ programmes.

Key strengths•

well-managed, effectively-planned
courses and lessons•

the good range of teaching and learning
methods•

the good use made of students’ work
experience in lessons•

the good evaluation by teachers ofstudents’ work•

the high standard of students’ work•

mainly high retention rates•

some high pass rates

35 Teaching is generally good. Activities arevaried to sustain students’ interest and to extend
their knowledge. Students’ assignment briefs
are clear. In general, teachers mark students’work appropriately and return it within areasonable timescale. As part of theirassessment, teachers provide students withwritten comments and detailed feedback on
their work to help them to improve theirperformance. In a few instances, however,teachers fail to correct spelling and grammar.
Students make good use of IT in thepresentation of their work. The inspectors
agreed with the judgement in the
self-assessment report that most students’ work
is of a high standard.

Weaknesses•

the failure to complete the internalverification of some students’ assessedwork•

low attendance by some students

32 The college provides an extensive range ofcare courses. The proportion of students
enrolled on the college’s collaborative courses ishigh. Overall, lessons are well planned andmanaged. The college’s division of industrial
and commercial development effectively
monitors the quality of courses offered outside
the college. Schemes of work are good andlesson plans are detailed. They ensure thatthe syllabus is covered properly.
The self-assessment report draws attention to
the effectiveness of the teaching and learning oncare courses.

36 Although pass rates on some courses fell in
1996-97 most are at or above the national
average for the sector. In general, retention
rates are good, and in some cases they exceed
the target set by the college. Accommodation isfit for the purpose to which it is put andspecialist equipment is satisfactory.
The accommodation and specialist equipment
available to students on courses which form partof the collaborative provision are of a highstandard. Teachers are appropriately qualified.

Barking College
12Curriculum Areas

Examples of students’ achievements inchildcare and health care, 1995 to 1997
Course grouping

1995

1996

1997

GNVQ foundation andintermediate

Retention (%)
Pass rate (%)

86
52

78
65

71
59 1

Council for Awards inChildren’s Care and
Education (NNEB)

Retention (%)
Pass rate (%)

83
72

81
71

87
75

NVQ level 2 direct care

Retention (%)
Pass rate (%)

84
46

86
59

74
74 1

NVQ level 2 childcare

Retention (%)
Pass rate (%)

85
76

77
48

98
68

1995

1996

1997

Source: college data
1some students still to complete

Examples of students’ achievements inchildcare and health care (collaborative
provision), 1995 to 1997
Course grouping
St John Ambulance
certificates

Retention (%)
Pass rate (%)

*
*

100
97

100
97

British Red Cross first aid
certificates

Retention (%)
Pass rate (%)

*
*

100
97

100
95

Other first aid certificates

Retention (%)
Pass rate (%)

*
*

100
100

100
100

Hairdressing certificates anddiplomas

Retention (%)
Pass rate (%)

36
97

57
76

63
80

Holistic therapy certificates

Retention (%)
Pass rate (%)

*
*

*
*

100
87

Source: college data*no comparable course running

Barking College
13Curriculum Areas

Provision for Students with
Learning Difficulties and/or
Disabilities

what they were learning. Students were
mutually supportive. Overall, the teaching was
successful in helping the students to increase
their self-confidence.

Grade 239 In most lessons, students were fully
involved in a range of learning activities.
Students are exceptionally well satisfied with
their courses. They receive good support andguidance from teachers. In a few lessons, theteachers did not take account of the ability
range of students, some of whom were unable tocope.

37 Inspectors observed 10 lessons.
The findings in the self-assessment report in
relation to provision for students withlearning difficulties and/or disabilities aredetailed. Inspectors agreed with the college’s
identification of strengths and weaknesses inthis area of work. Some of the weaknesses
are already being addressed.

40 Induction procedures for students are
particularly effective and innovative.
Students are provided with individual timetables
and these are drawn up in the light of students’
results in initial tests and assessments.
Inspectors agreed with the judgement in the
self-assessment report that procedures formonitoring and measuring students’ progressare clear and effective and that they are linked
to those for the annual review of students’performance and the maintenance of records ofachievement.

Key strengths•

the wide range of appropriate learning
activities for students of different
abilities•

the success of the teaching in furthering
the students’ personal development andin increasing the students’ confidence
and self-esteem•

mutually-supportive and hard-working
students•

a good range of learning materials•

effective testing of students’ learning

41 The college provides a range of nationallyaccredited courses. Students’ retention rates onthese courses are impressively high.
However, there is insufficient accreditation of
students’ IT and vocational skills. Some courses
are too difficult for some students.
The self-assessment report recognises theseshortcomings in relation to the level and scopeof courses. The college is taking steps, throughthe Open College Network, to improve the rangeof courses for students with learning difficulties
and/or disabilities.

Weaknesses•

poor attendance by some students•

the failure of a few lessons to meet theneeds of students of differing abilities•

insufficient accreditation of students’ IT
and vocational skills

38 Teachers are enthusiastic and they arecommitted to helping their students to succeed.
Lessons are well planned and they are carefully
designed in order that they will engage andsustain the interest of students with a wide
range of abilities. In class, the relationships
between staff and students were friendly andpositive. Teachers gave students encouragement
and they checked that the students understood

42 The overall management of the curriculum
is good. A closely-knit team of staff ensures that
there is continuity in students’ learning.
Some minutes of team meetings lack clarity andfail to identify who is responsible for carryingout agreed actions. The college has good links
with schools, including special schools andpupils use the college’s facilities.

Barking College
14Curriculum Areas

43 Accommodation is satisfactory. However, a
few teaching areas are cramped and unsuitable
for the size of the class using them. The staff
work room is too small.
44 The self-assessment report identified thelack of opportunities for students to progress towork experience as a weakness. A member ofstaff has been appointed to co-ordinate thearrangement of work experience for students.

Barking College
15

Cross-college Provision

Support for Students

47 Since the last inspection, the college has
made considerable improvements to the
management and provision of learning support.
A new key skills centre has been developed
where any student can receive additional help in
communication, literacy and numeracy.
Teachers in the centre have developed materials
to help students improve key skills withindifferent vocational contexts. All schools in thecollege are working with the new key skills
centre to develop vocationally-relevant key skills.
The majority of foundation, intermediate andadvanced level students take a basic skills test inliteracy and numeracy when they enrol.
Those who do not perform well in these tests
are referred to the centre where they canreceive additional support for their learning.
Most of those who are identified as needing
support attend the centre regularly. Systems formonitoring the uptake and effectiveness oflearning support are not yet fully effective.

Grade 245 The college’s self-assessment of support
for students was thorough. Inspectors agreed
with the statements in the self-assessment
report of the main strengths and weaknessesof the support provided for students.
Key strengths•

good advice for prospective students•

good learning support for students
across the college, including those withlearning difficulties•

good personal counselling, welfare
advice and other support for students•

effective support for key skills
development in vocational areas•

much good tutorial provision

Weaknesses•

some ineffective monitoring of thelearning support provided•

variable quality of tutorials in aminority of courses

48 The college’s support for students withlearning difficulties, such as dyslexia, andsensory impairments is a particular strengthand this is recognised in the self-assessment
report. Deaf students have access tooutstanding facilities. They are supported byeducational communicators who are experts in
British Sign Language, attend lessons withstudents and work closely with them to ensurethat they understand the work. There are also
several note-takers who work alongsidevisually- and hearing-impaired students, anddyslexic students. The work of these staff isappreciated by the students and it has enabled
them to progress and achieve success on a
range of courses such as mechanicalengineering, business studies and IT. One
student spoke movingly of his amazement at
finding himself a successful student on an accessto higher education programme, after a school
career which left him with no confidence in his
own abilities. He hopes to progress to university
and become a social worker to support otherswith sensory impairments.

46 Prospective students receive detailed
information and advice about the college and its
courses. The college organises open evenings,
holds ‘drop-in’ guidance sessions throughout theyear and provides an information service. In
addition, the college has an advice shop in a
local shopping centre. The college’s prospectus
is well designed and is complemented by arange of course leaflets. The college has
effective links with local special schools, thelocal adult college, London East TEC and the
University of East London. College staff attend
careers events and open evenings at local
schools. New students attend effective induction
programmes. A successful ‘welcome fair’ gives
students an introduction to all the college’s
services.

Barking College
16

Cross-college Provision

49 Tutorial support is provided for all full-timestudents and for most part-time students.
Tutorial programmes include individual tutorials
when students discuss their progress with theirtutor, and group tutorials where topics such as
job application procedures and higher education
opportunities are covered. Tutorials were well
prepared and tutors kept good records oftutorial activities. Relationships between tutors
and students were good. In individual tutorials,
it was clear to the students that the tutors hadmonitored their progress closely and productive
discussions took place. Following a recent
internal inspection of tutorials which formed
part of the self-assessment process, the college
identified strengths in the tutorial system.
It also found that some tutorials were notconducted well and, following discussions withstaff and students, inspectors agreed with thisjudgement.

18, and about 350 students received financial
assistance from this fund during 1996-97.
There is also an access fund of £19,000 to assist
older students. The counsellor helps students toobtain their grants and benefits to which they
are entitled, and also obtains about £25,000
annually for students from charitable trusts.

General Resources
Grade 251 The college’s self-assessment report iscomprehensive and detailed in relation toresources and inspectors agreed with most of
the strengths and weaknesses it identifies.
The college had begun to improve the qualityof its general resources by the time theinspection took place.
Key strengths

50 Students receive good personal counselling,
welfare advice and vocational guidance from asmall but well-qualified and experienced team ofstaff. The self-assessment report did not notethat some students on courses which are part ofcollaborative provision are not aware of theirentitlement to use the services of this team, andother college services. The president of thestudents’ union is a full-time student on
sabbatical leave who, with the assistance of ayouth worker, provides informal advice andassistance for students who might not seek help
through more formal channels. The local
careers company has an office in the college
foyer, where students can drop in for advice ormake appointments to see an adviser.
However, students from some schools in thecollege do not take advantage of the services
offered by the vocational guidance officer or the
careers service. Since the last inspection, a
purpose-built crèche facility has been set up in
the college grounds. The crèche is run by thearea health authority and provides places for
local hospital workers as well as places for 15
children of students. The college has created a
support fund of £10,000 for students aged 16 to•

the effective programmes for thedevelopment and maintenance ofresources•

the improved library and key skills
centre•the media resource services for teaching
staff

•

the well-equipped management andadministration work areas•

the substantially-improved IT facilities

Weaknesses•

some classrooms and workshops inneed of refurbishment•

some inadequate work areas forteachers•

unsatisfactory social and refectory areas
for staff and students

52 The college occupies a level 12 hectare site
one mile from Romford town centre. The sitehas 17 buildings which have been developed inseveral distinct phases since the 1960s.

Barking College
17

Cross-college Provision

The accommodation provides a pleasantworking environment. The self-assessment
report notes that proposals to demolish somehuts and redevelop the site are in the college’s
accommodation strategy.

Teaching and learning are well supported by amedia resources centre. This provides teacherswith reprographic services and co-ordinates theuse of audiovisual equipment.
56 The college notes in its self-assessment
report that substantial improvement has been
made in the provision of IT resources over thelast two years. There is a computer workstationfor every seven full-time equivalent students.
Machines have been upgraded and almost all
are new. A college-wide computer network is
being developed with assistance from the local
TEC’s competitiveness fund. Motor vehicle
engineering teachers are using IT to produce
training materials for use by students andindustry. The college is developing the use ofvideo-conferencing to facilitate on-line tutorial
links with Havering College of Further andHigher Education and a large vehicle
manufacturing company in the locality.

53 Extensive surveys of the condition of thecollege’s buildings have been carried out toinform maintenance programmes and strategicplanning. Most buildings are well maintained
and of good quality but some accommodation isin need of refurbishment. The college has
recently completed a £1.5 million building works
programme to rectify defects in its
accommodation, to comply with safety
regulations and to correct serious overheating in
one recently-erected building.
54 Most management and administration
areas are in good condition and are pleasantworking environments. Some work areas forfull-time teachers are overcrowded. Social
facilities do not fully meet the needs of staff andstudents. Staff have to use programme area
workrooms as social areas and students use themain refectory as a meeting place. The ‘Bistro’is attractive and provides good value for money.
A recently-opened coffee bar and many vending
machines offering drinks and snacks, are wellused by students.

57 The college’s sports hall is a valuable
amenity and students have access to it at set
times during the day. The college has two
football pitches which are used regularly bycollege teams and also rented to outside
associations.
58 The accessibility of the college for students
with disabilities has been improved with theprovision of ramps and automatic doors anddesignated parking spaces. The college’s
self-assessment report acknowledges that someareas of the college are not easily accessible towheelchair users. Social amenities, the library,
the learning resource centre, the key skills
centre and support services are situated on
ground floors and are accessible to all students.
There is a range of specialist equipment in the
key skills centre that is used effectively tosupport learning for students with sensory
impairments.

55 In a recent survey of students’ opinions
about the college, 94 per cent of students
expressed satisfaction with the library and thelearning resource centre. The college notes in
its self-assessment report that considerable
improvements have been made to learning
resources, such as computers, video-film and
CD-ROM collections. There is good liaison
between library staff and teachers. Staffing in
the library and for the information service has
been increased since the last inspection and as aresult, the library’s opening hours have been
extended. The well-stocked careers libraryprovides valuable support for students andteachers. The library has 86 study spaces andthese are heavily used at peak times.

Barking College
18

Cross-college Provision

Quality Assurance

college’s quality assurance system include: anannual review of courses and services; aprogramme of rigorous internal inspections
leading to reports and action plans; biennial
surveys of students’ views; well-definedprocedures for dealing with students’complaints; sound procedures for the internalverification of courses; the systematic follow up
of reports from external verifiers andexaminers; and the work of the self-assessment
review group which includes employers andrepresentatives of the local authority and the
TEC.

Grade 159 The college is committed to assuring thatthe quality of its provision is high.
The inspectors agreed with the detailed
findings and judgements in the college’s
self-assessment report in relation to quality
assurance. The college is already taking
steps to address weaknesses in the quality
assurance arrangements which wereidentified in the self-assessment report.
Key strengths•

the annual review of the quality ofcourses and support services•

the rigorous system of internal
inspection•

the comprehensive process of
self-assessment for curriculum areas andsupport services•

the inclusion of the views of employers,
governors, the TEC and the local
authority in the self-assessment process•

the involvement of governors in quality
assurance•

the effective staff appraisal system andthe successful staff development
programme

61 There are numerous examples ofimprovements resulting from the college’s
quality assurance procedures. These include:
improved learning support for students; longer
opening hours for the library and learning
resource centre; better IT resources andimprovements in the quality of the information
available to managers.
62 In its self-assessment report, the college
emphasises the importance of its internal
inspection process which is thorough andrigorous. Numerous inspections, modelled on
those of the FEFC’s inspectorate, have covered
tutorials, marketing, four major curriculum
areas and the collaborative provision at sevencentres. All internal inspection reports are
made available to staff. The implementation ofaction plans to improve provision, which are
drawn up following internal inspections, isclosely monitored by relevant senior managers,
the quality assurance committees and thecorporation.

Weaknesses•

the lack of rigour in a few course andsupport service reviews

60 The college’s quality assurance procedures
are outstanding. The continual refinement of
the quality assurance system has led tomeasurable improvements in many of its
aspects. The director of curriculum planningand quality assurance is well supported by thequality manager. Quality assurance committees
reporting to the academic board and to thecorporation play an important role in improving
the quality of provision. The key features of the

63 The college evaluates the quality of its
provision against increasingly-demanding
criteria. Course reviews are based on evidence
which is drawn from a variety of sources
including students’ views, data on students’achievements, retention rates and destinations,records of lesson observations, and the reportsof external examiners and verifiers. The college
has thorough procedures for monitoring the

Barking College
19

Cross-college Provisionquality of all its courses. The manager
responsible for quality assurance and membersof the quality assurance committee ensure thatthese procedures are being carried out
effectively by auditing a sample of course andservice reviews, moderating grades awarded inself-assessment and by joint observation oflessons. The college recognises that somecourses are reviewed more rigorously thanothers.

Governance

64 The self-assessment process and theself-assessment report were thoroughly
scrutinised by the self-assessment review group.
An internal review panel and the two quality
assurance committees moderate the grades
awarded. The evidence gained from 152 gradedlesson observations was used in preparing theself-assessment report.

Key strengths

65 Expenditure on staff development
represents 2 per cent of the staffing budget.
Staff development is closely linked to thecollege’s six strategic objectives. It is effectively
organised. In its self-assessment report, thecollege notes the beneficial impact that staff
development has had on the quality of provision.
In 1995, the college obtained the Investor in
People award and it is preparing to bereassessed for this award. Staff development
needs are identified mainly through the staff
review and appraisal system, self-assessment,
and the internal inspections. Much of the
training for staff including accredited
management training and assessor and verifier
training takes place in the college. There areclear procedures for bidding for staff
development funding and for evaluating training
which has taken place.

Grade 266 The self-assessment report on
governance is thorough. It identifies many
strengths and weaknesses in governancewhich were also found by the inspection team.
The inspectors broadly agreed with thejudgements in the self-assessment report.

•

the governors’ strong commitment tomake the college succeed•

good clerking arrangements•

the governors’ effective contribution to
strategic planning•

the appropriate committee structure forthe corporation•

the involvement of governors inassuring the quality of provision

Weaknesses•

poor attendance by some governors•

distribution to governors of the college’s
financial information

67
The FEFC’s audit service concludes that,within the scope of its assessment, thegovernance of the college is good.
The corporation substantially conducts its
business in accordance with the instrument andarticles of government. It also substantially
fulfils its responsibilities under the financial
memorandum with the FEFC. Governors give
careful consideration to key financial issues
facing the college. Managers keep governors
informed of the college’s current financial
position through the circulation of monthly
management accounts. However, these accounts
are not always made available to governors inadvance of personnel and finance committee
meetings, and as a result, they are unable togive sufficient consideration to them.
The annual budget for 1997-98 was not

Barking College
20

Cross-college Provisionconsidered fully by the personnel and financecommittee in advance of the corporation’s
approval. The personnel and finance committee
has sometimes considered detailed financial
matters which more properly fall within theremit of managers. None of these weaknesses
were identified in the self-assessment report.

during the last 12 months, there has been poor
attendance at personnel and finance committee
meetings.
70 Governors contribute effectively to thestrategic planning process and have a clear
understanding of their role. They attend
training events regularly and are kept informed
about developments in the college, including
curriculum issues. The governors have aneffective ‘quality committee’ that oversees
the quality of the college’s provision.
Governors assess their own performance.
The self-assessment report recognises that most
governors have produced personal development
plans with the support of the college’s staff
development manager. The chair of thecorporation appraises the performance of theprincipal against the college’s strategic
objectives.

68 The college has sound procedures for
conducting the corporation’s business. The full
corporation meets at least three times each year.
There are 12 members including the principal, astaff member and a student member.
The corporation is supported by appropriate
committees, whose work is overseen but not
duplicated by the full corporation.
The committees have appropriate terms ofreference. From time to time, governors invite
persons who are not governors but who haveparticular expertise to assist in the work of thesubcommittees. The clerk to the corporation
maintains a comprehensive set of standingorders on the conduct of the corporation’s
business. There is a useful governors’
handbook which includes relevant information
on governors’ responsibilities. The clerk
provides clear guidance to governors on current
issues affecting the sector. Papers prepared
for the corporation and its committees
provide a good basis for decision-making.
The self-assessment report notes that thecorporation has established an appropriate
register of interests which includes declarations
by all governors and senior college managers.

Management
Grade 1
71 The self-assessment report for
management is thorough and reflects a
culture of honest self-criticism in the college.
The strengths and weaknesses ofmanagement identified in the report are thesame as those found by inspectors.
Key strengths

69 Half the governors were members before
incorporation. With their long service andknowledge of the college, they bring a highdegree of stability to the corporation.
Many governors have strong links with local
community organisations and major businesses.
The corporation recognised in the
self-assessment report that there were few
women members and has recently appointed awoman to fill a vacancy. Attendance at
corporation and some committee meetings has
been poor. Whilst meetings have been quorate•

clear management structure andreporting lines•

effective communication systems•

a clear timetable and procedures forstrategic planning•

productive external links•

monitoring of financial performance•the successful promotion of equality ofopportunity•

increasingly accurate information from
central management information
systems

Barking College
21

Cross-college Provisioncollege systems and procedures. In their last

Weaknesses•

report, inspectors found that the academic

some middle managers’ lack ofexperience in budgetary management

board was ineffective in providing advice to theprincipal. The college has increased the numberof teaching staff on the board and it is now
more effective in its advisory role.

72 The college, its staff and other resources
are well managed. The management structure
and lines of responsibility are clear and operate
within a culture of openness and self-criticism.
Management responsibilities have been refined
and there is now more delegation of authority
to middle managers. The rationale for suchrefinements are understood by staff.
The self-assessment report notes that heads ofschool have substantial responsibility for the
management of resources and for curriculum
development. In response to concerns
expressed by middle managers about theworkloads of heads of school, the principal has
shadowed one of the heads and is seeking
professional advice on making the workloads
more equitable. Responsibility for advising theprincipal on how the college complies withhealth and safety regulations rests with afull-time health and safety officer who is
supported by an effective committee.

74

Strategic planning by the college is sound.

The strategic plan reflects the college’s mission
and it informs the work of staff at all levels.
There is a clear timetable for planning which
involves staff and governors. Schools andsupport sections produce their own development
plans which contribute to faculty and directorate
plans. Targets are set for retention, attendance
and achievement, and progress towards
reaching these is monitored by course teams
and heads of schools. In its self-assessment
report, the college recognises the value of its
effective system for the approval of new courses.
Course proposals take into account the resource
implication of the new course and the possible
effect of the new provision upon existingcourses.
75

Equality of opportunity is promoted

effectively in the college. There is an equal
opportunities committee. This regularly reviews

73 In its self-assessment report, the college
recognises that internal communications are
effective. Senior managers adopt and encourage
an open and consultative management style.
Staff are kept informed about college mattersand other relevant issues through a regular
newsletter, briefings by the principal and senior
managers, and through various meetings.
Reports from the strategic management teamform a regular item on the agenda meetings offaculties and schools. Directors hold fortnightly
meetings with their heads of school and theseare minuted. Course teams meet formally atleast six times a year. Since the last inspection,
good progress has been made in ensuring
part-time teachers are included in course teams.
Many part-time teachers now attend course
team meetings. A comprehensive staff
handbook gives clear guidance on various

policy and practice in relation to the promotionof equal opportunities across the college.
A strategic planning day on equal opportunities
was held in November 1997 on which staff
addressed issues relating to race, gender, and an
integrated approach to provision for students
with learning difficulties and/or disabilities.
The college has produced a policy on‘inclusivity’ in response to the report of theTomlinson Committee. Schools within thecollege are required to gather statistics which
are relevant in the context of equal
opportunities, and they must identify actions intheir operating plans which specifically aim topromote equality of opportunity.
76

The self-assessment report identifies

problems which the college has had in ensuringthat its information about students is accurate.

Barking College
22

Cross-college Provision

The college has attempted to improve theaccuracy of this information by setting up an
on-line, computerised system of students’records. It has established a working party tolook into ways of providing managers with the
key information they need.

awarded itself as a result of its self-assessment
were generally the same as those given by theinspectors.
79 Strengths and weaknesses identified during
the inspection are listed under each section ofthis report. The main strengths and weaknesses
are identified in the summary.

77 The FEFC’s audit service concludes that,within the scope of its review, the college’s
financial management is good. While there isdetailed and effective monitoring of the college’s
financial performance by management, financial
reports have not been extended to include
forecasts of out-turn for both income andexpenditure to the financial year end nor arolling cashflow forecast for 12 months ahead.
The budget planning process is well defined andclearly understood by staff. The college hasdeveloped a system of financial management
which involves devolving budgetary
management for about half of both income andexpenditure to schools. Staffing costs are alsodelegated to heads of schools. Some middle
managers need more help with, and training in,
the operation of the new system of delegatedbudgets. There have been improvements in thequality of financial reports received bymanagers. More training is planned for staff on
the compiling of financial reports.

Conclusions
78 The self-assessment report used for theinspection was the third one produced by thecollege. The inspectors found the document
helpful in planning the inspection. The college
has developed a self-critical culture and all staff
were involved in the self-assessment process.
The self-assessment report presents a clear andthorough evaluation of the college’s work andthe inspection team agreed with most of its
findings. The college made rigorous judgements
about the quality of its provision and these aresupported by detailed evidence drawn from thecourse reviews, lesson observations and internal
inspection. The grades which the college

Barking College
23College Statistics

Student numbers by age (November 1997)
Age%

Under 160

16-18 years

32

19-24 years

19

25+ years

49

Not known

0Student numbers by mode of attendance andcurriculum area (November 1997)
Programme
area

Full
time

Part
time

Total
provision%

Science

205

1,562

4

Agriculture

0

94

0

Construction

212

1,040

3

Engineering

498

6,422

17

Business

397

2,171

6

Hotel and catering

275

2,125

6

Health andcommunity care

211 23,647

58%

Art and design

582

384

3

Foundation

66

Humanities

273

460

2

Intermediate

11

Basic education

128

210

1

Advanced

8

Total

2,781 38,115

100

Higher education1

Source: college data

Total

100

Source: college data

Student numbers by level of study(November 1997)
Level of study

Leisure/recreation (non-schedule 2)

14

Total

100

Staff expressed as full-time equivalents(November 1997)

Source: college data
Note: foundation data include outward collaborative
provision students

Direct learning
contact

Permanent

Fixed
term

119

29

Casual Total

148

Supporting direct
learning contact

53

8

0

61

Other support

105

0

0

105

Total

277

37

0

314

Source: college data, rounded to nearest
full-time equivalent

Barking College
240College Statistics

Three-year Trends
Financial data

Income1994-95

1995-96

1996-97£11,562,000£13,667,000£14,261,000

Average level of funding (ALF)
Out-turn to 1995-96; funded 1996-97£17.65£15.06£18.83

Payroll as a proportion of income

64%

63%

53%

Achievement of funding target

111%

137%

103%

Diversity of income

20%

14%

12%

Operating surplus-£350,000£599,000£1,050,000

Sources: Income – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)
ALF – Performance Indicators 1995-96 (1994-95 and 1995-96), Funding Allocations 1996-97 (1996-97)
Payroll – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)
Achievement of funding target – Performance Indicators 1995-96 (1994-95 and 1995-96), college (1996-97)
Diversity of income – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)
Operating surplus – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)

Performance data for students aged 16 to 18
Qualifications

1994-95

1995-96

1996-97

Number of candidates

53

112

92

Average point scoreper entry

2.5

2.1

2.7

bottom third989

bottom third

Number in final year

+

289

269

Percentage achieving
qualification

+

73%

74%

Position in tables+

middle third

middle third

Intermediate vocational Number in final year

*

235

178

Percentage achieving
qualification

*

60%

53%

Position in tables*

middle third

bottom third

GCE A level

Position in tables
Advanced vocational

Source: DfEE
Note: the majority of the college’s students are 19 years of age or older
The achievements of these students are not covered in published DfEE performance tables+course not running*1994-95 intermediate vocational results not available

Barking College
25College Statistics

Students’ achievements

Advanced academic
Intermediate academic
Advanced vocational
Intermediate vocational

1994-95

1995-96

1996-97

Pass (%)

65

48

62

Retention (%)

83

88

86

Pass (%)

58

44

32

Retention (%)

81

72

88

Pass (%)

55

56

67

Retention (%)

68

72

90

Pass (%)

47

57

61

Retention (%)

69

65

86

Source: college data

Barking College
26

FEFC Inspection Report 50/98

Published by the
Further Education Funding Council
May 1998