Highbury College
A Whole College Approach to Success
Deborah See, Executive Director Collegiate College (Curriculum,
Quality & Students)
Outstanding Showcase
4 November 2011
Our Journey
• 2003: Satisfactory
• 2007: Good
• 2011: Outstanding
At each inspection, inspectors’ grades
matched our SAR grades
The Framework for Change
Our 2010 Vision:
‘To create a dynamic, innovative and high performing
College which delivers world class education and
training to meet the emerging needs of individuals,
organisations and the local communities of
Portsmouth and beyond.’
Our Mission:
‘To enable all our students to succeed’
2010 Vision and Mission in Practice
• Governors, staff, students and external
partners involved in determining what world
class looked like
• Student Success our overriding priority
• Beacon indicators in Strategic Plan
• Measurable targets
Examples of Beacon Indicators
• Student success rates – top 10% of GFE colleges
nationwide by 2010
• No gaps in performance between equalities groups
• Adding value to employers, community, industry
and staff
- impact on students and employers
- productivity in the workplace
- quality of the Highbury Student/distance travelled
• High progression rates internally and externally
Examples of Beacon Indicators
• Outstanding provision, support and
services across the College and in all
curriculum areas
• Consistently positive student, parent and
employer feedback
• Outstanding reputation
• Shared sense of pride by staff and students
• Financial Health Category A
• Sustainability
Focus on Learning and Success
• Staff at all levels accountable and
responsible for leadership of learning and
success
• Shared values and a common purpose –
the Highbury Way, the Highbury Leader
and the Highbury Student
• Ambition for and high expectations of staff
and students
• Celebration and reward of success
A Framework for Success
Vision,
Mission and
Strategic
Planning
Internal
Scrutiny
The Highbury
Way, the
Highbury
Leader and the
Highbury
Student
Student
Success
Performance
Management
Benchmarking
Impact
Measures
Student Success
All Departments and Business Support Groups are
responsible for and make a contribution to student
success:
•
•
•
•
Success meetings
Monthly monitoring (where under performing)
Success projects
Self assess and plan for improvement against Key Aspect 1
of the CIF
• Measure the impact and outcomes of their work based firmly
on data
• Benchmark outcomes (internal and/or external)
• Annual success targets (performance related)
Impact and Outcomes
Year
Success
Rate
League Table
2007
83%
Top 10% of GFE colleges in England
2008
85%
Top 7% of GFE colleges in England
2009
87%
Top 3% of GFE colleges in England
2010
92.2%
Top GFE college in England
Teaching & Learning
Moving from satisfactory to good with much that is outstanding:
• Lesson planning and delivery
•
•
•
•
•
Assessment for learning
Active learning strategies and pedagogy
Challenge
Strategies for checking learning
Embedding cross curricular themes, including equality & diversity
Use of eLT – strategy and practice
Advanced Practitioners
Structured good practice opportunities
Annual Teachers’ Conference
Tips for Teachers
Communities of Practice
Performance targets
Performance management
Teaching & Learning
• Improved rigour in and accuracy of internal lesson
observations:
- Building the capacity of the observation team
- Limited use of consultants; where used, work with and as
part of the observation team
- Moderation of reports and observations
- More detailed observation reports, including increased focus
on subject pedagogy
- Internal and external peer review
- Themed sweeps
• Student observers
• Close monitoring of action plans arising from
observations
• Re-observation within a fixed timescale
• Observations of all applicants for teaching posts
Quality Assurance Processes
QIP
Implementation
and Monitoring
Review and
Impact Analysis
of Data
SAR and QIP
Validation
Learning and
Success
Quality Review
Success
Meetings
Importance of Quality Assurance
• Departments and Business Support Groups follow
the same cycle
• Programme and Service Quality Reviews follow all
the CIF headings and require teams to make
judgments firmly based on a wide range of data
• Focus of Service Quality Reviews is less on
service standards and more about addressing their
contribution to learning and success
• SARs are done at Departmental and Support
Group level drawing on Programme and Service
Quality Reviews
• SARs cover all aspects of the CIF, including
capacity to improve
Importance of Quality Assurance
• Risk and impact assessments are incorporated within the
SAR process
• As well as validating the SARs, the Validation Panel
scrutinises QIPs in light of the impact and effectiveness of
the previous year’s QIPs
• At the end of the SAR (and Success) meetings, actions
identified are incorporated into Departmental and Business
Support QIPs; whole College actions for improvement are
incorporated in the Operational Plan and Risk Management
Plan
• Success and efficiency data are reviewed monthly at
Departmental level by CLT
Impact and Outcomes– 2011 Inspection
Overall Effectiveness
Grade 1: Outstanding
Capacity to Improve
Outcomes for Learners
Quality of Provision
Leadership & Management
Safeguarding
Equality & Diversity
Health & Care
Construction
Hairdressing & Beauty Therapy
Literacy, Numeracy & ESOL
Grade 1: Outstanding
Grade 1: Outstanding
Grade 1: Outstanding
Grade 1: Outstanding
Grade 2: Good
Grade 1: Outstanding
Grade 1: Outstanding
Grade 2: Good
Grade 1: Outstanding
Grade 1: Outstanding
Download

A Whole College Approach to Success