Barking and Dagenham College is a large, state funded further education provider serving students from 16 onwards, with a broad offer that spans study programmes for 16 to 18 year olds, apprenticeships, adult learning and higher education. Its identity leans strongly towards technical and professional routes, with major investment in specialist spaces such as the East London Institute of Technology and sector specific training centres linked to green skills and advanced technologies.
Leadership has recently changed. Natalie Davison took up the role of Principal and CEO in January 2024, with the college positioning her STEM and technical education background as central to meeting local and regional skills needs.
The most recent full Ofsted further education and skills inspection (13 to 16 May 2025, published 25 June 2025) judged overall effectiveness as Good, with Good grades across most provision, and apprenticeships graded Requires improvement.
This is a college that presents itself as practical, employer facing and aimed at progression into work or onward study. Much of the public messaging focuses on industry standard environments, applied learning and a “next step” mindset, whether that is a T Level, an apprenticeship, a technical diploma or adult reskilling.
External review evidence supports a calm, supportive day to day culture. Learners report feeling safe, and the inspection narrative highlights approachable staff and a learning environment where students support one another in lessons, including ESOL and engineering examples.
Distinctiveness comes from the facilities and the careers story attached to them. The college has developed a strong media and screen production thread, including the Idris Elba Studio, described by the college as a professional film and TV facility, as well as technical training linked to the East London Institute of Technology.
For post 16 providers, exam metrics are not always a clean proxy for quality because programmes span academic, technical and adult pathways. The headline 16 to 18 academic performance indicators available place the college towards the lower end of England performance tables for A level style outcomes (FindMySchool ranking), which is a useful prompt to look closely at the specific course area your child is considering, rather than relying on a single college wide measure. (FindMySchool rankings are derived from official performance data; they are presented here to help parents compare providers consistently.)
More informative, in practice, is the inspection picture of how learning is delivered across different curriculum areas. Students value tutors’ professional expertise and the availability of industry standard resources, with creative media learners specifically noted as benefiting from professional production and post production environments.
If you are choosing between multiple local providers, the most effective approach is to compare like for like pathways. Use the FindMySchool Local Hub comparison tools to line up 16 to 18 performance measures alongside what each provider actually offers, then validate fit at an open event through course level conversations.
England ranks and key metrics (where available)
A-Level A*-B
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% of students achieving grades A*-B
The curriculum emphasis is vocational and technical, with sequencing and practical application described as a strength. The inspection report describes tutors planning and sequencing content logically, and leaders aligning provision to local priority sectors.
Where the college is most compelling is in areas where facilities actively shape learning. Examples evidenced on the college website include:
East London Institute of Technology engineering and robotics labs, referenced as high end equipment for hands on training in advanced engineering and robotics.
Green Skills Hub and associated centres, including a Low Carbon and Retrofit Centre with retrofit rigs, heat pump and solar equipment, and an Electric and Hybrid Vehicle Workshop with dedicated bays and high voltage safety systems.
Creative and screen production environments, including the Idris Elba Studio, described as a professional film and TV facility, alongside wider media production routes.
The implication for students is straightforward. Where the course is built around specialist kit, learners are likely to graduate with a more credible portfolio, stronger practical competence, and clearer exposure to workplace standards than they would in a generic classroom model.
Because this is a mixed economy provider, destinations vary by programme. The most concrete cohort level picture available here is the 2023/24 leavers destinations dataset: 11% progressed to university, 18% to further education, 4% to apprenticeships and 25% into employment (cohort size 1,052). These figures are best read as an overview rather than a judgement on any single pathway, particularly given the large adult learner component and the breadth of vocational routes.
For families specifically focused on higher education progression, the college’s technical higher education offer and links through the East London Institute of Technology matter more than a general progression percentage. For families prioritising employment, the stronger question is which programmes have structured placements, employer involvement and reliable progression routes into work, which you can probe directly at open events and course interviews.
Admissions are direct to the college, rather than local authority coordinated. The college’s process is built around applying for an individual course, interview or guidance where relevant, then completing enrolment once an offer is made. Enrolment is described as bookable, with the college advising that attending earlier improves the chance of securing a place on popular courses.
For 2026 entry exploration, the college is actively running open events. One listed example is the Rush Green Campus open event on 21 January 2026 (4:30pm start), positioned as a chance to tour facilities, speak to tutors, and apply.
The practical implication is that timelines are more course and capacity led than deadline led. Families should treat application as time sensitive for high demand areas, and prioritise early attendance at open events or guidance appointments.
Pastoral support in FE settings often looks different from schools, with greater emphasis on learner services, safeguarding, financial support and guidance. The most recent inspection confirms safeguarding arrangements are effective, and the report describes learners feeling safe and able to identify staff who will help them.
Financial support is clearly signposted. The college’s published FAQs state that course fees do not apply to 16 to 18 year old courses, and they outline bursary eligibility evidence that includes a household income threshold of below £25,000 for certain support (alongside other qualifying circumstances).
For students who need a structured transition into college life, the college also describes a September Freshers’ Week approach across campuses, focused on induction, support awareness and student activities.
Extracurricular in FE is typically more tightly linked to vocational identity than to a traditional clubs list, but there are still meaningful “beyond lessons” signals here.
Sport pathways are prominent, including Rugby and Football Academy trials and related activity, which suits students who want training aligned to performance and leadership opportunities.
The facilities offer includes a Fitness Centre, plus public facing salons branded The Hair Society and The Beauty Salon, which double as live practice environments for relevant programmes.
Creative industries enrichment is evidenced through events and masterclasses hosted in specialist spaces such as the Idris Elba Studio, reinforcing the idea that industry exposure is part of the learning culture rather than a bolt on.
The implication is that students who thrive here tend to be those who like applied learning, enjoy specialist environments, and benefit from a clearer line of sight between study and a job role, apprenticeship standard, or technical progression route.
The academic year structure is published clearly, including term dates for Autumn 2026 (starting Tuesday 1 September 2026) and a full 2026 to 2027 calendar.
Daily timetables vary by course and are typically confirmed during enrolment rather than being uniform across all learners.
For transport and access, families usually plan around the relevant campus for the chosen subject area, since provision is split across sites including Rush Green and Barking centres.
Apprenticeships need closer scrutiny. Apprenticeships were graded Requires improvement at the May 2025 inspection, and the report highlights the need for stronger employer involvement and improved support in specific standards. This matters if your primary route is an apprenticeship rather than a full time study programme.
Attendance expectations can be a pressure point. The inspection report notes that attendance and punctuality are not consistently high in some areas, including GCSE English and some ESOL provision. Students who need a very tight attendance culture may need clearer support structures from the outset.
Timing affects availability. The college explicitly advises that earlier enrolment improves the chance of securing a place and that places for the next year are not guaranteed until enrolment is completed. Families who wait until late summer may find popular courses full.
This is not a single experience. A large FE college can feel very different by department. The best decision making comes from course specific visits, conversations with tutors, and clarity about progression routes after the programme.
Barking and Dagenham College suits students and adults who want practical, employer aligned education in a large provider with serious technical facilities, particularly across green skills, engineering and creative production. It also works well for learners who want a clear progression plan and are ready for the independence of college life. The main decision factor is not whether the college is “good” in the abstract, but whether a specific curriculum area is the right match for the learner’s goals, support needs and preferred learning style.
The most recent full inspection judged the college Good overall, with Good outcomes across most provision. The most useful next step for families is to assess the specific department and course area at an open event, because experience can vary by programme and campus.
Applications are made directly to the college for a specific course, followed by an offer and then enrolment. Enrolment is described as bookable, and earlier attendance is encouraged because popular courses can fill.
For 16 to 18 year olds, the college states that course fees do not apply. Adult and higher education fees vary by course, and financial support options are outlined by the college, including bursary information for eligible learners.
The strongest evidence points to technical and industry facing spaces, including the East London Institute of Technology labs, green skills training centres (such as low carbon retrofit and EV and hybrid workshop facilities), and professional grade creative media environments including the Idris Elba Studio.
Open events run throughout the year. One published example is the Rush Green Campus open event on 21 January 2026. Families aiming for high demand courses should visit and apply early where possible.
Get in touch with the school directly
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