For many local families, the most important question about a post-16 provider is simple: will my teenager be safe, supported, and pushed towards a realistic next step. East Surrey College’s latest full inspection outcome gives a clear baseline. The overall outcome of the inspection on 24 March 2025 was Good, with all key areas also graded Good.
This is a large general further education provider with a broad course mix. At the time of inspection there were approximately 2,500 students on education programmes for young people, 751 adult learners, and 590 apprentices. Provision spans entry level to level 4, plus apprenticeships through to level 6, and includes support for learners with high needs across vocational and foundation learning routes.
Leadership is currently under Dr Lindsay Pamphilon (Principal and Chief Executive Officer), as listed in official sector directories and governance listings.
The strongest theme in the latest evidence is respectful, adult-leaning culture rather than school-like compliance. Learners and apprentices are described as polite, respectful, and active participants in a positive behaviour culture, with a focus on attendance and readiness for work. For 16 to 18 students, the tone is important: a provider can be demanding while still feeling humane, and the formal findings point to staff who are both supportive and clear about expectations.
Support for different learner groups appears well thought through. Learners with high needs are described as enjoying college and being well supported, including practical steps such as accessible software on tablets for learners with visual impairments, plus tailored instructions and resources to reduce barriers in class. That matters for families weighing whether a mainstream FE setting can still offer genuinely structured support.
It is also a multi-site organisation, shaped by the 2019 merger that created the East Surrey College Corporation (trading as Orbital South Colleges), with sites referenced in Redhill and Selsdon. For students, this can affect day-to-day life: timetabling, travel, and how consistent support feels across departments can vary by campus and curriculum area.
As a post-16 provider, East Surrey College should be judged primarily on progression, completion, and employment relevance, not only on a narrow A-level lens. The available FindMySchool A-level ranking places it at 2,652nd in England for A-level outcomes (FindMySchool ranking based on official data). In plain terms, that position sits below the mid-range of providers captured in that specific dataset, so families should interrogate the course mix and the level of stretch within the pathways their child is actually applying for. (This ranking relates to A-level outcomes specifically, not the full breadth of vocational, adult, and apprenticeship provision reflected in the inspection evidence.)
For progression, the most recent published destination picture points to a strongly work-facing outcome profile. In the 2023 to 2024 cohort (cohort size 1,110), 37% progressed into employment, 14% progressed to university, 9% progressed to further education, and 8% started apprenticeships. For many families, that split is useful because it signals a provider where “next step” is often direct work, with university as one route among several rather than the default.
The most recent inspection narrative also points to substantial skill development, with specific examples from vocational and adult programmes. For instance, level 2 carpentry apprentices are described as using technical language confidently with customers, and adult learners in arts are described as working on high-profile projects.
England ranks and key metrics (where available)
A-Level A*-B
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% of students achieving grades A*-B
The inspection evidence describes a curriculum that is deliberately designed around local labour market needs and progression routes. Leaders are described as working with employers and stakeholders across Surrey and surrounding areas, then using that input to shape curriculum areas that fill skills gaps and reduce barriers to education and employment.
What this looks like in practice is the sort of detail parents should ask about at open events. T Level provision is referenced directly, including digital production, design and development, with an example of students building software development and project management foundations before moving into app or web development projects later in the programme. Engineering and construction pathways also appear prominent, including apprenticeships tied to real operational environments, such as maintenance operations engineering technician apprentices working at theme parks learning fault identification and repair methods.
Teaching quality is described as generally clear and structured, with staff breaking down complex concepts and using questioning, discussion, and electronic quizzes to check learning. Staff development is also referenced, including training on strong lesson starts and the use of “gamification” activities (for example, escape rooms) to support engagement.
A sensible caveat for families is consistency. The evidence notes that written and verbal feedback is not uniformly strong, with feedback sometimes too generic to drive improvement, and this can matter for students who need precise guidance to move from pass to merit or distinction.
For many post-16 applicants, “destination” is best understood as a set of credible pathways rather than one headline outcome. The available destination data for the 2023 to 2024 cohort suggests a strongly employment-oriented profile overall, with employment the most common destination category. University progression is present, but it is not the dominant route in the published dataset.
The inspection evidence adds helpful texture. It highlights meaningful work-related activity and work experience for the vast majority of 16 to 18 learners, plus careers advice delivered through workshops, careers fairs, guest speakers, and drop-in support. For students who are motivated by a clear job goal, this can be a better fit than a purely classroom-centred programme.
For learners with high needs, the evidence points to strategies and resources that enable participation in vocational learning, including accessible technology and tailored support. Families considering supported internships, preparation for work routes, or a foundation programme should ask for a clear map from course to outcome, including what “success” looks like at the end of the year and what support continues into transition.
Admissions are typically direct to the provider for post-16 and adult learning routes, with course-level entry requirements and availability doing most of the filtering rather than catchment distance. East Surrey College runs a broad offer across entry level to level 4, plus apprenticeships up to level 6, so entry pathways vary by programme.
Because the college website could not be accessed for verified 2026 entry deadlines in this research session (site access was restricted), families should treat any third-party date claims cautiously and check the official application and enrolment timelines directly via the college’s published guidance. In practice, most FE providers operate a predictable annual rhythm: applications generally open during the autumn term for September starts, interviews or guidance sessions run through winter and spring where required, and enrolment typically peaks after GCSE results in August. Use the FindMySchool Saved Schools feature to keep East Surrey College and any alternatives in one shortlist, then add reminders for key milestones once the provider publishes its confirmed dates.
If applying for an apprenticeship route, students should also check whether they are applying for a job vacancy with an employer, applying to join an apprenticeship programme waiting list, or both. This distinction can materially affect timelines and likelihood of securing a place.
Pastoral strength in a post-16 setting often shows up as accessibility, consistent expectations, and credible reporting routes for concerns. The inspection evidence states that learners and apprentices feel safe, know how to report concerns, and feel confident that staff will listen and investigate appropriately. It also notes that bullying behaviour, harassment and discrimination are very infrequent, and when issues occur they are dealt with well.
For 16 to 18 students, personal development is described as delivered through a planned tutorial curriculum, covering topics such as resilience, healthy relationships, and equality, diversity and inclusion. The practical implication is that support is not limited to crisis response, it is also designed to build “adult skills” early.
Parents of students who have found school difficult should pay attention to the behaviour and attendance model. The evidence describes a sustained focus since the previous inspection on improving behaviour and attitudes, especially for 16 to 18 learners from more challenging backgrounds, with restorative and supportive practices designed to make classrooms and communal spaces calm and orderly.
In a college environment, enrichment has to compete with part-time jobs, travel time, and intensive coursework. East Surrey College’s enrichment offer is described as growing, with examples including table tennis, e-sports, and the ‘Bookopoly’ reading challenge. It also notes targeted provision such as ‘girls only’ gym sessions at the Selsdon campus.
The key insight is not only what exists, but who actually uses it. Participation is described as low, even though awareness is high, while those who take part value it strongly. For prospective students, this is worth reframing as a choice. A student who wants a structured enrichment routine should plan for it from the start, while a student who is focused purely on qualification and work may be comfortable prioritising coursework and placements.
Trips and external experiences also appear relevant, including art gallery visits, industry visits, and competitions that enhance learning and broaden horizons. Families should ask departments for concrete examples tied to their chosen course, such as which employers contribute projects, what placements look like, and how often students present work externally.
East Surrey College operates across two main sites referenced in Redhill and Selsdon, which can affect travel time depending on course and timetable. Before committing, students should confirm which campus their programme is taught on, whether any teaching is split across locations, and what this implies for transport costs and start and finish times.
The college provides programmes for young people, adult learning, apprenticeships, and support for learners with high needs, so daily patterns can differ significantly by department. For the most accurate practical detail, families should use the provider’s own course pages and applicant guidance once accessible, especially for term dates, attendance expectations, and any equipment requirements for workshop-based subjects.
A-level data is not the headline story. The available FindMySchool A-level ranking places the college at 2,652nd in England for A-level outcomes, suggesting families should focus on the specific pathway, department, and progression plan relevant to the student, rather than assuming a traditional sixth form model.
Consistency varies by course area. Feedback quality is described as inconsistent in parts, which can matter for students who rely on precise guidance to improve. Ask how your chosen department sets targets, marks work, and intervenes when progress stalls.
Enrichment exists, but it is opt-in. Clubs and societies are available (including table tennis, e-sports, and the ‘Bookopoly’ challenge), yet participation is described as low. Students who want that wider experience may need to commit early and build it into their routine.
Multi-site logistics. With provision across Redhill and Selsdon, practicalities can be straightforward or complicated depending on course location and timetable. Confirm campus and travel assumptions before accepting a place.
East Surrey College is best understood as a broad, work-facing FE provider rather than a conventional school sixth form. The most recent full inspection outcome is Good across the board, with evidence of respectful culture, structured teaching, and strong employer engagement. It suits students who want vocational and technical routes, apprenticeships, adult retraining, or a supported pathway that leads to employment or further training. The main decision point is fit at course level, so families should shortlist by department strength, campus practicality, and the clarity of the student’s progression plan.
East Surrey College is a state-funded post-16 provider, and its most recent full inspection outcome was Good (inspection dated 24 March 2025). The available evidence points to a respectful culture, learners who feel safe, and a curriculum designed around employment and progression routes.
This is a state-funded provider with no tuition fees for eligible 16 to 18 study programmes. Adults and some specialist courses can have different funding rules, so applicants should check the funding and eligibility information for the specific course when applying.
The provider offers vocational, further and higher education courses from entry level to level 4, plus apprenticeships from level 2 to level 6. It also offers T Levels and substantial apprenticeship and adult learning provision, so pathways can be tailored to direct employment, further training, or higher education.
The inspection evidence describes targeted strategies for learners with high needs, including tailored instructions, resources to remove barriers in class, and accessible technology for learners with visual impairments. Families should ask how support is assessed at enrolment, how it is delivered in workshops and classrooms, and how progress is reviewed through the year.
The enrichment offer includes clubs and societies such as table tennis, e-sports, and the ‘Bookopoly’ reading challenge, plus targeted provision such as ‘girls only’ gym sessions on one campus. Participation is described as low overall, so students who want a full enrichment routine should plan to opt in early.
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