Self Assessment 2012-13 Foreword
Preston’s College is a good College, which is enterprising and has the capacity and ambition to become
outstanding. Our vision is to “Raise Ambition and Achieve Excellence”. That ambition is felt by our
learners, our staff, our local community and the economy.
The College has fully embedded its Strategic Plan and underpinning strategies, which are both realistic and
ambitious in recognising the journey the College must make and in continuously striving to achieve
excellence in all we do. Through not accepting the status quo, and continuously challenging performance
and activity to achieve, we have seen quality improvements within our curriculum provision, our learner
support, our recruitment and engagement activities, in our campus and estate and in our position and
reputation within the community. External benchmarking and recognition through groups such as the
Gazelle Colleges provide external stimulus to develop and achieve. All of this is done to maximise the
benefits and achievements for our learners and is exemplified by the College’s learners, consistently across
delivery areas, achieving the best ever results that College has seen. There has been specific focus on
what we are as a College, what we can deliver and achieve and how this is communicated.
Having an agreed set of KPIs, agreed at Board, has significantly driven behaviours and helped to contribute
to a much wider understanding of the multi-faceted approach required for improvement and achievement.
Structural change and matrix management, although like any change creating tensions, has very much
helped to provide a “One College” approach, and a recognition that everyone is here to support the learner.
Evaluation of the structure and roles is continuous with action taken where necessary to ensure quality
developments and delivery. Greater use of data and information by all Managers, participation in learning
walkthroughs from all Managers, all management participating in 16-18 Open Evenings and far greater
participation in inset days and Enterprise Day/Weeks is testament to the developing “One College”
Approach.
The increasingly effective management of data and systems has had a major impact on decision making
within the College, self assessment and performance management, as well as development and delivery of
the curriculum for individual learners. Without this fundamental change in approach, quality and timeliness,
we would not have seen the significant improvements made, nor the consistency and impact.
The way in which the College has delivered and developed activity with a continued focus on improving the
impact we can have on learner outcomes includes:
1. New methodologies in Learning Observations and a robust ‘Back to Basics’ strategy have realigned
high expectations with high aspirations for learners, including learning progression, and set benchmarks
against which staff can be measured. New Teaching and Learning strategies by area have been
introduced to increase staff investment in the quality of their provision for their learners and marked
improvements in overall effectiveness and in consistency can be clearly measured. This includes
Cross-college Learning Observations with CPD follow-up and a developing performance management
process, which have increased awareness and accountability for the quality of teaching, learning and
assessment at a whole college level.
2. A full and extremely thorough curriculum review identifying staff utilisation, the effectiveness of
provision, the value of our curriculum offer in relation to LMI and performance against financial
constraints which has delivered:
 Consistent models of curriculum design in place across the whole college.
 Best practice adopted across all Curriculum portfolios,


Significant improvement in staff utilisation,
A refreshed curriculum offer which meets learner and external stakeholder requirements.
3. Being ambitious for all our learners providing the best opportunities for all to succeed and progress, and
with it, a focus on Equality and Diversity, the Equality Objectives and embedding these to benefit the
learner and staff has seen real improvements in closing achievement gaps for learners.
4. Providing learners with the most appropriate skills to secure good job outcomes, it has been vital to
develop more refined and impactful engagement activities, with specific sector areas of focus and
expertise. This has included Lancashire LEP, Employers, Strategic Partnerships in particular Job
Centre Plus and Schools and follows a clear market sector analysis and outline Engagement Strategy,
with sector based development and action plans.
5. The development of the College’s Enterprise Strategy and a Supporting Analysis for Preston’s College
to become one of the leading Enterprising Colleges in England and the UK, and for this achievement to
be widely recognised – locally, regionally and nationally. With it, an ambition for our learners to be THE
most employable. Learners who come to Preston College, because of our enterprising ethos, will get
knowledge, understanding and practical experience and therefore have a better chance of securing
positive job outcomes and career progression. Delivery through a range of new activities including an
Enterprise Day, Enterprise Week and a business concept competition called CoffeeMat Challenge,
which collectively involved over 2,000 learners and has resulted in both learners benefiting from a range
of projects, business coaching sessions, employer work related experiences and learners setting up
businesses, better positioning learners to secure positive job outcomes.
6. Enhancing the campus by successfully bidding for SFA funding to:

Deliver the £3M ‘IN-ZONE’ refurbishing the heart of the
Campus creating an Enterprise Zone, Learning Zone and
Careers Information Advice and Guidance (CIAG) Hub.
The focus will be on enterprise and jobs, enhanced by
high quality learning space and CIAG to support the
learner journey.

Development of a £13M high specification building
generating innovative multi-disciplinary learning through
Science, Technology, Engineering and Mathematics, and
supporting key sector development, responsive to socioeconomic and learner need and fully endorsed by the
LEP.
Dr Lis Smith
Principal & Chief Executive
Preston’s College
Table of contents
CONTENT
Summary of grades awarded
 Overall College
 By SSA
Preston’s College overview
 Its place in the community
 The College’s Learning Community
 The Curriculum Offer
 The Market Place
Ambition and the capacity to be outstanding
Celebrating Diversity
Self-assessment and Learner Voice Processes
Monitoring the College Quality Improvement Plan 2011-12
Evidence of progress from Ofsted
Overall Effectiveness
Outcomes for Learners
Higher Education
Quality of teaching, learning and assessment
Leadership and Management
College Quality Improvement Plan 2013-14
Appendices
Strategic Plan
SSA Classification
Learner Responsive and Employer Responsive Success
rates
Destinations of Learners 2012-13
Level 3 Value Added by Qualification Type
Level 3 Value Added by SSA
Level 3 VA by Subject
Learner Voice ‘You said….we did.’
2013 Ofsted Report
PAGE
3
4
5
5
7
7
9
11
14
15
21
22
23
29
31
34
37
42
63
Summary of grades awarded
Overall
judgements
Overall
effectiveness
Outcomes for
learners
Quality of
teaching,
learning &
assessment
Effectiveness of
leadership &
management
Capacity to
improve
(internal 201112)
Equality and
Diversity
(internal 201112)
Safeguarding
(internal 201112)
Ofsted
2011
Selfassessed
2010-11
Selfassessed
2011-12
Selfassessed
2012-13
Ofsted
2013
3
3
3
2
2*
3
3
3
2
2*
2
2
3
2
2*
3
3
2
2
2*
3
N/A
2
1
N/A
2
2
2
2
‘Good’
2
2
2
2
‘Good’
*Outstanding (grade 1) for 14-16 part-time provision and employability
Sector Subject
Area
SSA1 Health
Public Services
and Care
SSA2 Science &
Maths
SSA4
Engineering
and
Manufacturing
Technologies
SSA5
Construction,
Planning and
the Built
Environment
SSA6
Information
and
Communication
Technology
SSA7 Retail and
Commercial
Enterprise
SSA8 Leisure,
Travel and
Tourism
SSA9 Arts,
Media and
Publishing
SSA s ,10,11,12
Social Sciences,
Humanities and
Languages
SSA14
Preparation for
Life and Work
SSA15 Business,
Administration
and Law
Ofsted
2011
Selfassessed
2010-11
Selfassessed
2011-12
Selfassessed
2012-13
Ofsted
2013
2
2
3
2
2*
3
3
3
2
2*
2
3
4
2
2*
N/A
3
3
2
N/A
3
3
2
2
2*
N/A
1
3
2
2*
2
2
2
2
N/A
2
2
2
2
N/A
N/A
3
3
4
4
N/A
(A Levels)
(faith schools)
N/A
2
2
2
2*
2
3
3
3
2*
*In relation to the subject areas graded for the quality of teaching, learning and assessment
Preston’s College Overview
Its Place in the Community
This is a good College, which is enterprising and has the capacity and vision to become outstanding. Our vision is to
‘Raise Ambition and Achieve Excellence’. That ambition is felt by our learners, our staff, the campus and facilities we
share as a ‘Learning Community’ and the City of Preston itself. The College provides teaching, learning and skills
development for both young people and adults in Central Lancashire and beyond. The City of Preston has a
population of 140,202 within a total Lancashire population of 1,460,893.
Preston’s employment rate at 68.4% is significantly below the national position of 71.1%. There is a strong focus
upon the service, sector, which comprises 85.7% of employment opportunities, with manufacturing constituting
9.9%. Public Administration, Health and Education are by far the most significant employers with 34.7% of the City’s
active labour force. The wider Lancashire economy as identified through the Lancashire Enterprise Partnership
identifies the City’s assets and strengths as being competitive sectors such as aerospace, energy, advanced
manufacturing, digital and creative and tourism, areas which play well to the expertise within Preston’s College. It
highlights a rapidly growing and well regarded HE/FE sector and its increasingly stronger links with business and
entrepreneurs and professionals that tend to remain in the area. It highlights weaknesses around skills mismatches
and the over reliance on public sector activity and employment. The Lancashire Skills Framework has been
developed following recognition that skill shortages have contributed to the relative decline of Lancashire’s
economic performance and so focuses upon Workforce Planning and Training, Employability, Apprenticeships, NEETS
and Higher Level Skills. This aligns well with the refocusing of the College to become an Enterprising College.
The key strategic focus of the College is on enterprise and employability. Its broad and inclusive curriculum
recognises that, amongst other features, 10.8% of Preston’s population have no qualifications against a national
position of 9.7%. The College’s learners and the communities it serves define its position as a general further
education with a mission to ‘provide the best opportunities for all to succeed and progress’
The College’s Learning Community
In 2012/2013, the College had 15,873 learners and a turnover exceeding £30 million. The great majority of these
learners are adult, although there is a large cohort of 16-18 learners of 3378 in 2013-14, comprising 21.3% of the
student body. Some 76.7% of learners are 19 or older.
Age
U14
Learners
%
76
0.5%
14-15
243
1.5%
16-18
3,378
21.3%
19-24
3,050
19.2%
25-34
3,434
21.6%
35-44
2,466
15.5%
45-54
1,999
12.6%
55-64
832
5.2%
65+
395
2.5%
Total
15,873
Male learners form a small majority within the overall Learning Community. The College has achieved major success
in narrowing the achievement gap between males and females in recent years. Globally there is no success rate
achievement gap between males and females, although performance may vary within courses and across levels.
Gender
Female
Male
Total
Learners
7,517
8,356
15,873
%
47.4%
52.6%
In 2013 65.3% of learners are studying at level 2 or below.
11.5%
3.3%
Level 1 or below
30.2%
Level 2
Level 3
19.9%
Level 4+
35.1%
Level X
Balance of Full and Part-time
The great majority of learners are studying on part-time courses.
Full & Part Time Learners
Full-Time
2,505
15.8%
Part-Time
13,368
84.2%
Total
15,873 100.0%
The under 19 cohort constitute just under 73% of all full time learners. In broad terms older learners are much more
likely to be studying part-time.
Total number of
learners
Full-Time
1,819 11.5%
2,505
15.8%
Part-Time
1,881 11.9% 11,487 72.4% 13,368
84.2%
Total
3,700 23.3% 12,173 76.7% 15,873 100.0%
Under 19
19+
686
Total
4.3%
The Curriculum Offer
The curriculum offer is highly diverse in serving the needs of the local community, with a heavy emphasis upon
apprenticeships and work based learning programmes.
The curriculum offer is also reflected in the spread of learner across the levels, the College providing a continuum of
learning from Pre-Entry to Higher Education. ‘Progression Pathways’ characterise the College’s Curriculum Plan.
‘Progression Ready’ is a key cultural theme promoting learner ambition and aspiration to progress to the next level
either academically or into sustainable employment. It has a highly vocational focus and a strong emphasis upon the
establishment of ‘Real Work Environments’ in the pursuit of its employability agenda.
Ofsted in December 2013 graded this aspect of the College’s provision as outstanding. The College responds very
well to the needs of employers and the local community, for example programmes designed to help
learners re-enter the job market have excellent outcomes.”
The breadth of curriculum offer at the College has in many ways been a strength, although it has also presented
significant challenges. A significant Curriculum Review was undertaken in 2012-13 to serve to rationalise provision,
improve efficiency and improve consistency and quality. Further efficiency raising reviews are being undertaken in
Learner Services and Administrative functions.
The College is a partner of the University of Central Lancashire (UCLan) and Edge Hill Universities, through which we
deliver all our Higher Education programmes. These are popular learner destinations at the end of the continuum.
The Market Place
The College draws from 90 High Schools and 20 Special Schools across Lancashire. Its local ‘travel to learn’ area
includes 21 schools in Preston and South Ribble, 12 within District 6 of Preston.
There are 13 Colleges within Lancashire, including Cardinal Newman College in Preston and Runshaw College in
Leyland. There have been extensive changes to post-16 provision within the Preston area with the introduction of
11-18 Academies and the opening of local school Sixth Forms. The College faces significant competition from private
providers delivering WBL and apprenticeship programmes. It faces competition for HE students from UCLan and
Edgehill Universities.
Some 82% of the College’s learners, 16-18+Adult, come from our main (highlighted red) catchment area which has a
circumference of Leyland, Longton, Goosnargh and Salmesbury. Most of the complement of its catchment (blue)
extends from Garstang to Coppull (North to South) and Blackburn to Blackpool (East to West). In terms of 16-18
learners the highest market share is in Fishwick where 55% of available learners attend Preston’s College.
Neighbouring wards (e.g. Ribbleton, St. Matthews, and Deepdale) also show a strong market share of
between 40 & 50% with pockets further out including Longridge and Garstang showing share of
approximately 30%.
In terms of adult learners the College has a very strong market share (>60%) in the immediate College vicinity, with a
circumference of Ashton to Broughton and Goosnargh.
A notable feature of the College’s intake, and highly relevant for its recognition within its Equality and Diversity
strategy, of identifying a ‘tenth’ protected characteristic, is its relative socio-economic deprivation.
Just above a quarter of all adult learners at Preston College are from the most deprived areas of the city, those in
band 1 in the 2010 index of multiple deprivation; a similar proportion of its 16-18 year olds come from these same
areas. This compares with one tenth of the local population. Just over a third of the city’s population live in its more
prosperous suburbs, whilst less than 20% of the College’s adult learners and a quarter of its 16-18 year olds do so.
Percentage of learners by Band of Deprivation versus local resident population, 2011/12
30
25
20
15
10
5
0
PC (%)
Band 1
Band 2
Band 3
Band 4
Band 5
Band 6
Band 7
Band 8
Band 9
Band 10
Local popn (%)
The College clearly serves a significantly higher proportion of the area’s socio-economically disadvantaged than is
representative of the City and its environs.
The College recruits the greatest number of its students from those suburbs where young people achieve below the
Preston average of 80.58% A* - C at GCSE, including Deepdale (68.8%), where 7.8% of 16 year olds have no GCSE
passes at C or above, and St Matthew’s (68.1%) where 4.3% have no qualifications. These suburbs have the highest
concentrations of the city’s ethnic minority populations- with large numbers of Pakistani and Bangladeshi heritage
households- notably Deepdale (51.8% ethnic minority) St Matthew’s (29.82%) and St George’s (64.14%). These areas
also have the highest proportion of those of working age in receipt of state benefits, notably Ribbleton (36.3%) and
St Matthews (35.6%), as well as the highest proportion of JSA claims (Ribbleton, 9.1%; St Matthews, 7.1%).
Ambition and the capacity to become outstanding
The academic year 2012-13 has seen the College develop rapidly. Its progress has been rewarded by Ofsted’s
recognition as a College which is good with outstanding features. Clearly though, the College has a considerable
distance to travel to become outstanding. This is evidenced by its highly effective self-assessment processes and
capacity for honest and critical self-reflection and sharp, incisive improvement planning.
Improving the quality of teaching, learning and assessment is the College’s primary focus. Radical changes to
observation of learning practice and a sharpened focus upon performance management have seen considerable
progress made in raising the profile of grades, which are good or better. Over grading had been a feature of the
College. This was recognised in the previous year’s SAR and resolved. A ‘Back to Basics’ approach has been adopted,
where observation and supporting CPD has concentrated on attendance and punctuality, effective planning, a
structure to lessons which demonstrates a starter, a variety of learning events and plenary and the effectiveness of
formative assessment and student progression within the session. The CPD support offered to teachers who were
less than good has had a demonstrable ‘in year’ impact, which is further being evidenced in like for like comparison
of observations in the current academic year. This demonstrates the sustainability of the model being embedded.
The post inspection (Ofsted 2011) CIP has been phased within the 2011-12 Executive SAR into an overarching Cross
College QUIP, Teaching, Learning and assessment being at the forefront of a significant minority of the twenty
bespoke groups led by cross college managers. Other QUIP groups have focused upon removing inconsistency in
course management procedures, the timeliness of apprenticeships and structural reconfiguration of Functional Skills
delivery, as well as firmly establishing E and D practices at the heart of our One College culture.
Data services have been dramatically improved and 2013-14 will see the launch of a highly sophisticated live data
service in the form of a Dynistics based ‘MySelf-Assessment’ tool. The ‘One College’ culture has transformed the
spirit of the College which might have been characterised previously as a segmented organisation with a range of
operating systems and inconsistently applied reporting tools. The One College theme runs though organisational reshaping activity and increasingly permeates curriculum and pastoral delivery, whether that be through ‘One College
Weeks’, the development of a ‘Project Based’ curriculum delivery model, or the shaping of a smaller team of
specialised Achievement Tutors, the latter with the aim of establishing a common culture to the support and
challenge elements of student management. ’Enterprise and Employability’ has been introduced as a Value Added
system within the Progression Ready framework of the pastoral system. Teaching, Learning and assessment
strategies reflect what this means within each discreet curriculum area in terms of those skills one would expect to
work towards to be a top professional in any particular industry. Consequently the employability and enterprise
themes sit squarely alongside the traditional focus upon academic achievement, attendance, punctuality and a
rapidly developing target and challenge oriented culture, which aims to promote engagement, improved attainment
and higher ambitions and aspirations in our learners. ProMonitor has undergone rapid and radical development in
supporting this push for higher standards.
Additional tools have been invested in to improve the quality and reliability of local market intelligence. Vector
allows curriculum portfolio areas to analyse the market and identify opportunities for demand-led curriculum
development. The College has been re-branded after extensive customer focused research to ‘Preston’s College. Its
identity as an Enterprising College is growing strongly and resonating with the business Community it serves. The
recognition by Ofsted of the College’s outstanding employability focus is a key strategic element of the brand and
the attractiveness of the College to its future learners.
Strong progress has been made in harvesting key relationships with employers, recognising the core importance of
these in terms of the delivery of apprenticeships, NVQs, workplace learning and more so with the onset of Study
programmes a whole college need for work experience opportunities. The College has excellent partnership delivery,
for example with Baxi, Magma, St Catherine’s hospice and English lacrosse. Highly effective partnerships exist with
business networks and stakeholders such as PCC, The Lancashire Constabulary, NWLCC and the LEP. Whether
through one off events such as the summer Achievement day or the series of One College Weeks, the relationship
between business enterprise links and curriculum delivery is integrated. The establishment of Enterprise Champions
has provided further impetus for this Enterprising College. Our successful application to the membership of Gazelle
Group of Colleges augers well for future developments, opportunities and good practice sharing.
An integral aspect of the enterprising theme is evidenced in the College’s thirst for innovation. This is a way of
thinking which extends beyond curriculum and into the ways of working in estates and finances. In finance, it means
the more effective management of diminishing resources, more flexible and transparent budgets and focusing
available resource into investment and growth of demand-led elements of provision. Capacity building and releasing
potential are our core values in terms of resource management.
Work has commenced on an ERDF ‘In Zone’ project, which is a significant development to create a new learning hub
in the heart of the College. Opening in September 2014 this is a resource that will bring together the Learner
Services function and its ‘support and challenge culture’, facilitating its infusion and consistent application across the
whole college curriculum.
Preston’s College has also been successful in being awarded £12 million STEM funding to construct a regional STEM
Centre which will add additional impetus to the College’s enterprising characteristics, business community links,
brand building and opportunities to further express its ambition to innovate and drive for excellence.
Work continues to further embed the clear strategic vision and follow through with supporting interventions. The
College will continue on its journey to excellence by:
•
•
•
•
•
•
•
•
•
•
Creating an Enterprising College, firmly embedded within business and local community
Focusing on excellence, helping to achieve ambitious outcomes for learners and offering good value for
money
Offering a dynamic portfolio of high quality learning and services, responsive to the needs of learners,
employers and the community, grounded in the world of work
Providing career pathways and progression for all, leading to a job, further training and higher education,
self-employment and business start-ups
Invigorating the campus, providing inspirational learning environments
Exploring new opportunities and markets, looking nationally and internationally
Increasing the College’s profile, reputation and engagement in Preston, the North West, nationally and
internationally
Becoming an influential player in the locality supporting economic growth and social prosperity
Creating a distributed organisational model with small central core
Maintaining sound financial model with an efficient cost base, with decreasing reliance on public funding
The achievement of an overall success rate above 90% is the starting point. We recognise our deficiencies and we
know what we have to do to become outstanding. One College or ‘cross college’ approaches are the new norm. Our
focus is interpretation and intervention. Data services, such as the ‘Dynistics Dashboard’ and the embedding of
ProMonitor are just two examples of how the element of interpretation are being further supported. The College,
however, recognises it is very much still on the early part of the journey from good to outstanding and leadership are
determined to maintain the pace of positive change and beneficial impacts on learners’ progression. The College is
not so much focused upon outstanding success rates, rather achieving an outstanding learner experience, which
maximises each individual’s personal progression and future employability and life chances.
“We are working together to:
Offer a dynamic portfolio of high quality learning and services, responsive to the needs of learners, employers and
the community, grounded in the world of work.”
Preston’s College Strategic Plan on a page 2012/13.
Celebrating Diversity
In addition to the College’s diverse body in terms of age and level of learning, and the responsive curriculum offer, a
fundamental characteristic of the College is the diversity of its ethnicity and the disproportionately large
constituency of LLDD learners it serves. Some 21.2% of the College’s Learning Community originates from other than
the relatively dominant White British categorisation. Whilst the College has a healthy representation of ethnic
groups Indian heritage learners are underrepresented in terms of the demographics of the City, particularly on
specific work based provision.
A significant strength of College performance has been the almost complete eradication of achievement gaps in
terms of success rates across ethnic groups, although there are significant differentials in performance in terms of
Value Added. Ofsted December 2013 commented “The College has successfully narrowed the gap between the
achievement of different groups of learners in recent years, for example between male and female learners and
those from different ethnic groups.”
ETHNICITY
The breakdown of the ethnic origin of the College’s learner population:
Ethnicity
any other ethnic group
Asian/Asian British - Any other Asian
Asian/Asian British - Bangladeshi
Asian/Asian British - Chinese
Asian/Asian British - Indian
Asian/Asian British - Pakistani
Black/Africa/Caribbean/Black British - African
Black/Africa/Caribbean/Black British - Any Other
Black/Africa/Caribbean/Black British - Caribbean
Mix/multi ethnic Group -White & Black Caribbean
Mix/multi ethnic Group-White & Asian
Mix/multi ethnic Group-White & Black African
Mixed/multi ethnic Group-Any other
not known/not provided
Other ethnic group - Arab
Learners
124
141
132
39
599
534
121
41
102
113
39
23
48
166
30
%
0.8%
0.9%
0.8%
0.2%
3.8%
3.4%
0.8%
0.3%
0.6%
0.7%
0.2%
0.1%
0.3%
1.0%
0.2%
White - Any other White background
White - English/Welsh/Scottish/Northern Irish/British
White - Gypsy or Irish Traveller
White – Irish
Total
1031
12500
6
84
15,873
6.5%
78.8%
0.0%
0.5%
Preston’s College is the major player in central Lancashire in serving the educational needs of over 16 LLDD learners.
The Ofsted report of December 2013 commented “Students with learning difficulties and/or disabilities make good
progress”. In fact the great majority of learners from an LLDD background make as good if not better progress as
other learners, as evidenced in the Outcomes for Learners summary below.
LEARNING DIFFICULTY
Learning Difficulty
Autism spectrum disorder
Dyscalculia
Dyslexia
Moderate Learning Difficulty
Multiple Learning Difficulties
No Learning Difficulty
Not known/not provided
Other
Other Specific Learning Difficulty
Severe Learning Difficulty
Total
Learners
50
14
698
447
33
13,158
720
682
70
1
15,873
%
0.3%
0.1%
4.4%
2.8%
0.2%
82.9%
4.5%
4.3%
0.4%
0.0%
LEARNER DISABILITY
Disability
Disability Affecting Mobility
Emotional/Behavioural Difficulties
Hearing Impairment
Mental Health Difficulty
Multiple Disabilities
No Disability
Not Known/Not provided
Other
Other Medical Condition (For Example Epilepsy, Asthma, Diabetes)
Other Physical Disability
Profound Complex Disabilities (needs checking)
Temporary Disability After illness (For Example Post-Viral) or accident
Visual Impairment
Total
Learners
88
191
141
100
439
14,547
233
45
1
9
79
15,873
%
0.6%
1.2%
0.9%
0.6%
0.0%
91.6%
0.0%
0.0%
1.5%
0.3%
2.8%
0.1%
0.5%
As part of the College’s Equality Action Plan a tenth protected characteristic is identified as socio-economic
disadvantage. Another aspect of the Equality Action Plan is to improve data collection and monitoring across a range
of College processes and systems. The following data provides a growing insight into all protected characteristics.
OTHER PROTECTED CHARACTERISTICS
Religious Beliefs
Atheist
Buddhist
Christian
Hindu
Jewish
Muslim
Not Known
Other
Prefer not to say
Sikh
Total
Sexual Orientation
Bisexual
Gay
Heterosexual
Lesbian
Not known
Prefer not to say
Total
%
12.1%
0.1%
19.8%
0.2%
0.0%
4.2%
57.4%
1.0%
4.9%
0.2%
Learners
%
0.4%
0.2%
33.8%
0.3%
58.0%
7.3%
64
31
5364
44
9210
1160
15873
Marital Status
Civil Partnership
Married
Not Known
Prefer not to say
Single
Total
Learners
1923
22
3148
32
6
662
9108
156
777
39
15,873
Learners
171
1629
9046
955
4072
15873
%
1.1%
10.3%
57.0%
6.0%
25.7%
Self – assessment and Learner Voice processes
The College’s approach to Self-Assessment has fundamentally changed, its importance to continuous
improvement and a driver for change, being at the heart of this. Better real time, robust data has
underpinned the change along with embedding Self-Assessment as the major tool for driving
sustained improvement and increasingly high standards. Along with a developing framework for
continuous improvement and excellence within the curriculum, there is a wider One College
approach, Governance, and, through the Business Excellence model, business support functions.
The Cross College QUIP structure was launched and monitored December to July 12/13, with 20 QIP
groups led by college managers supported by cross college personnel by level and function.
Again, more effective use of systems and software, such as Pro-Monitor and Pro-Achieve, allow all
learners to understand their own progress, targets and achievements, and the aggregation of this
information allows much greater understanding of performance of curriculum areas, staff utilisation
and performance.
The 2012-13 Curriculum Review provided an in-depth challenge to existing provision, including subcontracted and partnership provision, identifying both efficiency and effectiveness measures, its
relevance to learners and employers, its relevance to study programmes, class sizes, staff utilisation
and quality. With agreement from Board, and consultation with internal and external partners,
rationalisation of the curriculum offer and staff has occurred. This is providing real benefit to
learners, whilst maintaining delivery of our mission to provide the best opportunities for all to
succeed and progress. Impact can clearly be seen with more consistent models of curriculum design
in place across the whole College; best practice adopted across curriculum portfolios, e.g. using
OneFile to improve the delivery and reporting on employer-based learning; greater use of economic
and labour market intelligence to both refresh and design new curriculum and with it, course
approval mechanisms which ensures a greater involvement of all managers across the College. The
improvements in data management have had significant impact on our ability to make timely and
robust decisions, especially focused on the learner and their progress.
An embedded Course Review process now challenges Assistant Heads and Programme Team Leaders
to present their self-assessments and Quality Improvement Plans to a cross College panel
representing the range of curriculum areas and business support functions.
The Learner Voice has always been particularly valued and strong at the College. There are a
number of mechanisms in which this has occurred, including two student governors who actively
participate in Board business and provide an effective mechanism for Governors to hear from
learners directly. A re-launch of the Learner Voice system, aligned with the self-assessment wheels,
will allow much greater ability to gain feedback and be able to act upon this at the most appropriate
time.
We monitor and act upon all complaints and compliments, feeding into the “you said, we did” report
which is provided to Governors. The College has been awarded the Customer Service Excellence
Award, with Compliance Plus in four areas. Greater emphasis is being put on the quality and
consistency of cross College surveys to ensure the information gathered can be used to effect
change and improvements.
15
Monitoring the College Quality Improvement Plan (QIP)
Areas for
improvement
in 2012-13
QUIP
Measures taken
Evidence of impact
Further action
1
Better
housekeeping
New course approval and
close down procedures.
New meetings structure.
Minuted
meetings.
Increased
compliance.
Improved success rates.
Achievement
Day
celebration.
Embedded and
subsumed into
Data
management
QUIP
2
Removing
inconsistency in
performance in
SRs
Learning
Development
Managers working with
AHODs and PTLs. Course
Reviews. Enhanced selfassessment processes.
Improved
improvement
planning and recording.
Improved success rates in
most areas.
Embedded and
subsumed into
Data
management
QUIP
3
Improving L2
Apprentice
success rates
Six month front ended FS
timeframe
established.
Launch of E-Portfolio. New
‘passport
for
apprenticeships’
established.
Initial
assessments implemented
before ‘sign up.’
Improved success rates to
national averages. Improved
timeliness and success
rates.
Projected
improvements
2013-14.
Great majority of learners
using OneFile and assessors
trained.
Embedded and
subsumed into
data
management
QUIP
4
Removing
ethnicity
achievement gaps
Identification of Faith
School
issues
and
rationalisation. Coaching
of PTLs and AHODs in gap
analysis. Incorporation of
Equality Objectives in
SARs.
Scrutiny
of
Equality
Objectives within Course
Review.
INSET.
Achievement rates of all
ethnic group have improved
except ‘Other Black’ and
‘Other’ but both remain
above national average. In
12/13 3 ethnic groups
remain below national
averages – Irish, other
Mixed and Bangladeshi but
all 3 have improved to be
within 5%, 2% & 1%
respectively.
E and D gap
analysis QUIP
5
Removing male
achievement gap
in
apprenticeships
Six month front ended FS
timeframe
established.
Launch of E-Portfolio. New
‘passport
for
apprenticeships’
established.
Initial
assessments implemented
before ‘sign up.’
Success rates for both sexes
stand at 75% in 2012-13.
E and D gap
analysis QUIP
6
Improving Value
Added
ALPS and L3VA training
and support for AHODs
and PTLs. Inclusion of VA
Strategy in TLA strategies.
Support in evaluative
statement writing from
Learner Services. INSET.
ALPs value added scores
have improved:
BTEC: 11/12 grade 6; 12/13
grade 5. AS: 11/12 grade 8;
12/13 grade 5. A2 : 11/12
grade 7 ; 12/13 grade 3
Gender gaps in A level &
BTEC have diminished:
BTEC: 11/12 6F 5M; 12/13
5F 5M. A2: 11/12 6f 8m;
Value Added
QUIP
QIP
16
12/13 4F 3M. AS: 11/12 7F
8M ; 12/13 5F 3M
Ethnicity VA remains an
issue with a wide range of
scores for different ethnic
groups in AS, A2 & BTEC.
7
Raising A level
success rates
Early learning
observations 12/13 and
13/14. Motivational
assemblies. Reintroduction of basic
expectations regards
mocks and assessments.
Faith School curriculum
review. Intervention plan
monitoring by LDMs.
Establishment of Interim
management supervisory
structure from Learner
Services.
CPD for teaching staff
effected. Bespoke TLA
strategies for AS and A2
level. A level Mark Book
established. Dedicated A
level achievement tutors.
Improved value Added
(ALPS), but very poor
progression AS to A2.
Falling success rate at AS,
but improved HGPs and VA
at A2.
A level
performance
monitoring QUIP
8
Improving
Functional skills
success rates and
improved
embedding
Review of FS delivery as
part of POS, with focus on
adequacy of timetabling,
staffing,
diagnostic
assessment
and
examination attendance.
New
specialist
appointments in DCI and
HSS. SAR & CR process
now
incorporates
FS
performance by course to
increase
accountability.
Targets set and mid-year
review completed.
New FS delivery mode
integrated into all areas
for apprenticeships.
Robust monitoring across
programmes.
All
functional
skills
frontloaded
in
apprenticeships.
Initial
&
diagnostic
assessment completed for
FT learners. Decreased
nonattendance of exams by
15%. ESOL learners to
undertake FS as part of POS.
Bespoke programmes set up
for
skills conditionality
programmes. Success rates
overall for functional skills in
12/13 76%, +10% on 11/12
Robust monitoring has led
to increased success rates
overall for functional skills in
12/13 76%, +10% on 11/12
OneFile introduced and set
up to ensure FS are
monitored and achieved.
Maths and
English Strategy
QUIP
Full review of attendance
reporting structures and
codes. Distribution of an
updated Attendance and
Punctuality Procedure to
HODS, AHODS, PTLs and
senior admin.
Establishment of monthly
attendance reports by
level, Department, AHOD
and PTL area. Reporting
through
Monthly
Monitoring. New College
attendance benchmark of
90%.
Integration
of
Greater clarity on use and
reduction in abuse of codes.
Greater focus on actual
attendance facilitated by a
substantial increase in the
consistency of reporting
against codes. ‘C’ code
ranged from 6.2% to 1.3% in
2012-13
compared
to
current range of 0.3% to 0%.
Special Leave standing at 0%
against 0.9% for 2012-13.
Initiation
of
local
attendance strategies and
action planning. AHOD and
Attendance QUIP
9
Improving
attendance and
punctuality
17
GCSE
performance
monitoring QUIP
Timetabling QUIP
attendance targets into
Progression Ready theme
and ProMonitor. RAG
system established.
New attendance data
integrated into refreshed
Group
Profiles.
ProMonitor established as
‘the’ student management
system
for
tracking
individual
learner
attendance by teachers
and ATs/PTs
PTL SARS. Current 86.7%
attendance against overall
2012-13 figure of 78.8%. 3
of 5 departments within .5%
or above new benchmark.
ProMonitor RAG system
now ‘live’.
Halo system
informing Personal and
Achievement
Tutor
interventions.
Retention
Officers
informing
and
supporting process.
Attendance data better
informs learner attendance
issues
in
Learning
Observations.
Increased
traffic on ProMonitor.
10
Improving the
tracking of
progression and
destinations
Data from SPAM now
displayed in ProMonitor.
Best practice reviews at
partner Colleges of Pro
Monitor systems.
Progression Ready models
built into Pro Monitor and
curriculum TLA strategies.
Phasing of Achievement
Tutor model to increase
accountability
for
progressions
and
destinations management.
Clarification
of
‘Destinations’
and
‘Progression’.
Data sets provided for
HODS, AHODS and PTLs to
inform SARS.
Presentation at summer
Inspection
Ready
Conference and ongoing
support for PTLS, and
AHODs through I and E.
Data shows both internal
progression from level to
level, as well as employment
and training destinations.
ProMonitor implemented,
extensive CPD for staff
completed and planned.
Increased activity rates on
Pro Monitor. Mark Book
implemented
with
assessment schedules and
target grade ‘snapshot’
reviews.
E
and
E
strategies
incorporated into local TLA
strategies. Suite of Value
Added reports at all levels
and across core subject as
well as functional skills.
Too early to assess.
For 2013-14 we captured
data on 99.25% for full-time
learners and 96.27% for part
time learners. Overall this is
97.12%, significantly better
than 86.24% in 2011-12 and
49% in 2010-11. New icon
created on Desktop App,
called
Progress
and
Destination Results 2012-13,
making
information
available to all staff.
Student Tracking
QUIP
11
Widening
measures of
effective TLA
Teaching and Learning
Strategies introduced to
put in place internal
quality measures of TLA.
Walkthroughs scheduled
for CMT. Feedback quality
audit scheduled to begin
PTL Walkthrough paperwork
to be collated - impact will
be seen in Learner Voice
feedback.
Minimal – often these do
not take place or do not get
reported upon.
Embedded into
TLA strategies
and selfassessment
methodologies
18
w/c 4/11/13. New learner
voice initiative incepted
including the 100 club to
gain learner responses on
the quality of teaching and
learning.
Full teaching plan audit to
begin after Oct half term.
Audit team to assess the
quality of feedback on
assessment.
Impact will be felt after the
learner voice initiative data
has been disseminated.
Impact will be felt after the
audit is complete and
feedback disseminated.
12
Standardised
systems for target
setting and
effective stretch
and challenge
Stretch and Challenge
workshops
arranged
through the CPD offer.
One File established in ER
provision incorporates ILP
structures
for
target
setting. INSET days to
highlight the need for
Stretch and Challenge in
TLA. Stretch and Challenge
Objectives now included in
Lesson Plans and Learning
Observation training.
Achievement Tutors to
receive training on target
setting
through
ProMonitor.
Pro-Monitor
training highlighted the
facility for target setting
by all staff.
50% of those who attended
the CPD session improved
their re-observation grade
from a 3 to a 2 after the
session. Impact will begin to
be seen in LO grade analysis.
First run for data in
November. Impact will be
felt when Achievement
tutors are in place. Impact
will be felt through the year
when reports are written
and progress reviews are
held.
Value Added
QUIP
13
Establishing ‘in
house’ value
added systems
Progression
Ready
initiative launched.
ProMonitor
embedded
with Progression Ready
theme. CPD for Personal
and Achievement Tutors
delivered. Personal Tutors
attended training on 2
September,
which
included presentation on
Value Added as well as
workshops
on
target
setting and meaningful 1:1
dialogue.
Most but not all TLA
Strategies
incorporate
Progression Ready theme.
MIS reporting on VA across
the whole of a Study
Programme.
VA
mechanisms
established
across all levels of all
courses up to L3.
Progression Ready campaign
has been communicated to
staff and students via
Student
Handbook,
Welcome
Newsletter,
student inductions and staff
training. Target grades for A’
Level and Level 3 students
are displayed in ProMonitor.
Group Profiles offer capacity
to reflect on E and E
progress. Usage of system
made compulsory of 16-18,
FT 19+ and FT and PT HE
students. Frequency of
related comments and
SMART
targets
on
ProMonitor. Comments rose
from 110 in September 2012
Value Added
QUIP
19
to 352 in September 2013.
227 received ProMonitor
training
in
AugustSeptember. For September
2013, ProPortal meetings
increased from 61 to 940
and learner comments from
1081 to 3690 demonstrating
widespread and consistent
use. ProPortal Student
access increased from 3027
in Sept 13 to 5506 in Sept
13. ProMonitor Staff activity
on ProMonitor increased
from 1219 logins in Sept 12
to 5505 in Sept 13.
November, Compass are
using Preston’s College as a
case study for ProPortal.
14
Improving the
positive impact of
performance
management
New
LO
Framework
written and shared to
include the associated
Performance Management
process.
New MySelf Assessment
planned.
New Managing Improving
Performance Policy and
Procedures ratified by
board.
‘’Strong leadership, effective
management of change and
rigorous performance
management have resulted
in significant improvements
in the quality of provision
and the accountability of
staff.’’ Ofsted December
2013
Embedded into
management
practice and
development of
MySelfassessment
15
Sharpening the
impact of selfassessment
Increased
focus
in
Corporate SAR on ER, HE,
ALS, SS and safeguarding.
20 QUIP groups with cross
college
representation
across curriculum and
service areas.
Establishment of triennial
Course Review Structures.
QUIP Monitoring group
for I an E chairs
established.
Live
SAR
and
complementary ‘wheels’
completed regularly and
supported by I and E team.
External validation with
HMI
and
external
partners.
Regular update of cross
college
SAR.
Wider
dissemination of SAR
processes
including
Inspection
Ready
Conference Days.
Improvement
planning
addresses a broader scope
of college activity. College
SAR published in the form of
a data booklet for all staff.
Minutes of QUIP groups.
Cross curricular and service
area
involvement
in
planning groups. Greater
participation of staff body in
process. Wider input of skills
and experience.
Development of AHODS and
PTLs in analysis and
evaluation
of
data,
presenting strengths and
ATIs and facing cross college
challenge. Development of
PC benchmarks in CR Data.
Live data informs an
ongoing
self-assessment
process. I and E support
provides
a
regular
challenge.
Embedded into
self-assessment
practices
16
Raising the
impact of Learner
Established Learner Voice
‘Wheel’.
Learner Voice integrated
into ‘live’ SAR for each of
Embedded into
new Learner
20
Voice
Learner
Voice
incorporated into PTL
SARS
100 Club established
CPD on use of Curriculum
Surveyor
and
closer
working with MIS.
Review and re-launch of
Complaints
and
Compliments.
Student
Council, Student Governor
focus increased.
Curriculum
Surveyor
improved links to ‘new’
structures and effective
reporting
on
gender,
ethnicity and data fields
within ILR. E and D and
safeguarding ‘check’ for all
surveys before launch.
Clearer
delineation
between customer service
complaints and grievance
procedures
five cross College surveys.
Questions re-purposed onto
the CIF. Greater clarity on
cross college, local, external
compliance and ‘ad hoc’
surveys.
Learner Voice reflections
and actions in all SARS from
PTL to Corporate. Learner
involvement in question
design. Validation of PTL
level Learner Voice and
‘control group’ for cross
college comparisons.
Formal minuting of Student
Forum. Establishment of a
Learner Voice week in the
Enrichment
Programme.
Student
Representatives
given ownership of a central
communication point.
Voice strategy
and selfassessment
processes
17
Raising the
participation of
ethnic minority
groups
College E and D Position
Statement and Action Plan
established.
Indian
Heritage
(Participation)
Action Plan established.
No progress.
Equality
Objective
18
Integrating E and
D into TLA
Departmental TLA
strategies established at
AHOD and PTL level.
Review of learning
observation
documentation and lesson
plans. Training on E and D
in learning observations
for observation team.
‘’Equality and Diversity are
promoted in all aspects of
college provision. Staff
make very good use of
opportunities to promote
and develop learners’
awareness and
understanding of E and D….
The promotion of E and D is
good.’’ Ofsted December
2013.
Embedded into
TLA strategies
19
Reflecting the
ethnic
composition of
the community in
staffing
College E and D Position
Statement and Action Plan
established.
No progress.
Equality
Objective
20
Management
tackles
achievement gaps
Integration of six separate
E and D focussed groups
into 2012-13 College QUIP.
‘’The college ethos and
environment are inclusive
and provide a positive
learning environment in
which all learners are
welcomed…. Equality and
Diversity are promoted in all
aspects
of
college
provision…. The promotion
of E and D is good.’’ Ofsted
December 2013.
E and D gap
analysis QUIP
21
Evidence of progress from Ofsted (related to the 2012-13 Cross College QIP)

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











Good teaching and learning lead to above average success rates on the majority of
courses. (2, 9, 11)
Strong leadership, effective management of change and rigorous performance
management have resulted in significant improvements in the quality of provision and the
accountability of staff. (14)
Success rates are on an upward trend and overall success rates are above the national
average. (2, 3)
The achievement of qualifications in workplace learning is very high and has continually
improved in the past three years. Success rates for apprentices are in line with national
averages. (2, 3, 8)
The college has successfully narrowed the gap between the achievement of different
groups of learners in recent years, for example between male and female learners and
those from different ethnic groups….The achievement of different groups of learners
closely monitored and has successfully narrowed gaps in success rates). (4, 5, 6, 18, 20)
English and mathematical skills are well developed in functional skills sessions. The
majority of learners make good progress in developing their English and mathematical
skills. Assessment of the initial starting points and needs of learners at the beginning of
their courses is thorough. (8)
Progression rates to further and higher education or employment are good. (10, 13)
Learners benefit from teaching, learning and assessment that are good. Assessment of
learners ‘work is good. (11)
The College ethos and environment are inclusive and provide a positive learning
environment in which all learners are welcomed…. Equality and Diversity are promoted in
all aspects of college provision. Staff make very good use of opportunities to promote and
develop learners’ awareness and understanding of E and D…. The promotion of E and D is
good. The college rightly prides itself on its excellent record of enabling learners with very
low educational achievement to progress. (18, 20)
Evidence of areas for further improvement from Ofsted
In a few areas of the College, notably the AS provision, success rates are too low. (2, 7)
Too few learners gain higher-level grades. In the minority of lessons that are less effective,
teachers do not sufficiently challenge learners, particularly those of high ability, to work at
a more advanced level. (12)
Improvements in attendance and punctuality are not yet consistent on all courses. (9)
A few gaps remain (in apprenticeships). For example, success rates are lower than the
overall cohort for the small number of apprenticeships of Indian heritage. (4)
22
Overall effectiveness
Grade 2 Good
How effective and efficient is the College in meeting the needs of learners and
other users?
STRENGTHS
Outcomes for learners
Quality of teaching, learning
and assessment
Effectiveness of leadership
and management
“Learners make good progress in developing personal,
social and work-related skills, particularly through the use
of semi-commercial, learner-led enterprises.”
“The College responds very well to the needs of employers
and the local community, for example programmes
designed to help learners re-enter the job market have
excellent outcomes.” Ofsted December 2013.
“Good teaching and learning lead to above average success
rates on the majority of courses.”
“Innovative use of information and learning technology (IL
T) helps learners to consolidate and continue their learning
both within and outside the classroom.”
“Very good, well-coordinated care, guidance and support
help learners to stay on programmes and succeed well.”
“The college ethos and environment are inclusive and
provide a positive learning environment in which all
learners are welcomed. Equality and diversity are
promoted in all aspects of college provision. Staff make
very good use of opportunities to promote and develop
learners’ awareness and understanding of equality and
diversity.
“College leaders have successfully pursued an ambitious
strategy to become an enterprising College providing high
quality provision that reflects and responds to the needs of
the whole community it serves.”
“Strong leadership, effective management of change and
rigorous performance management have resulted in
significant improvements in the quality of provision and
accountability of staff.”
AREAS FOR IMPROVEMENT
Outcomes for learners
Quality of teaching, learning
and assessment
“In a few areas of the College, notably the AS-level
provision, success rates are too low on some courses.”
“Too few learners gain high level grades.”
“Improvements in attendance and punctuality are not yet
consistent across all courses.”
“In the minority of lessons that are less effective, teachers
do not sufficiently challenge learners, particularly those of
high ability, to work at a more advanced level.”
23
Outcomes for learners
Grade 2 Good
The extent to which
 Learners achieve and make progress relative to their starting points and learning goals
 Achievement gaps are narrowing between different groups of learners
 Learners develop personal, social and employability skills
 Learners progress to courses leading to higher level qualifications and into jobs that meet
local and national needs
STRENGTHS
Good and
improving
success rates
Overall success rates on long, short and very short courses have increased and
overall success rates for three consecutive years to be significantly above the
national average at 90.28%. Overall retention has improved to 94.33% an increase of
1.64% on 2011-12. Achievement has also improved to be 95.50%, which is an
increase of 3.46%. Ten of the College’s Subject Sector Areas have shown
improvement in 2012-13, nine of which sit significantly above the Provider Average.
95.00%
90.00%
85.00%
80.00%
75.00%
70.00%
2009-10
2010-11
2011-12
2002-13
“The overwhelming majority of learners are adults on part-time courses, where
success rates are generally high. Success rates for full-time learners are at the
national average overall.”
Excellent
progress
removing
achievement
gaps.
Strong success
rates in
Functional
Skills and good
progress by
ESOL learners
Good
development
of soft
“The College has successfully narrowed the gap between the achievement of
different groups of learners in recent years, for example between male and female
learners and those from different ethnic groups.” The achievement gap between
males and female success rates has narrowed from 6%, to 2% and then to zero over
the past three years. No ethnic minority group’s success rate is more than 2% below
the College average and gaps have narrowed markedly, and the range (excepting
Chinese learners at 100%) has narrowed from 22% to 6% between 2011-12 and
2012-13. Those either with or without a learning difficulty or disability have identical
success rates at 90%. All disabilities except emotional/behavioural and mental health
are at or above the College average success rate. With the exception of ‘other’ the
same applies to all learning difficulties.
“Students with learning difficulties and/or disabilities make good progress.”
“The majority of learners make good progress in developing their English and
mathematical skills. Success rates on functional skills literacy and numeracy courses
are well above the national average.”
Functional Skills success rates have improved significantly by 10% to 76%. The
number of entries has also increased from 2429 in 11/12 to 3002 in 2012/13.
“Students on courses for learners whose first language is not English make very
good progress.”
“Learners make good progress in developing personal and work-related skills. They
communicate effectively, work well together in teams and present their ideas
clearly. During the enterprise day that took place during inspection, learners
24
outcomes
Good to
outstanding
standards of
learners’ work
Good
enrichment
opportunities
Good
progression
opportunities
for apprentices
Work based
learning
success rates
are at an alltime high.
Outstanding
achievements
for 14-16
learners and
ex-NEETS.
Progression is
good internally
and externally
to H.E. or
employment.
produced ideas for College events to be held later in the term.”
“The standard of learners' work is generally good, and some is outstanding.
Learners on Performance Arts courses display a level of skill that is often above that
required by the course. Excellent links with the industry in this, and other,
curriculum areas, allow learners to showcase their skills and work on real life
project briefs.”
“Visits in this country and abroad help learners to broaden their knowledge and
understanding and practise skills they have developed. Performing Arts learners
visit Broadway, hospitality and catering learners carried out project work in Poland
and spent three weeks working at the Olympics.”
Apprentice success rates are improving and improving opportunities for
employment.
“Apprentices develop good personal, social, trade and employability skills that
improve their chances of securing progression in their job roles. They enjoy learning
the theory and apply it well in practical skills to produce high standards of work.
Employers value the professionalism that the learners bring to their businesses thus
improving their competitiveness and profile with their customers.”
Work based learning provision’s current overall success rate sits at 94% overall
compared to a success rate of 91% in 2011-12 resulting in the College moving the
provision to be 3.5% above National Benchmark (90.5% 11/12). A 3% increase in
success rates has been attained in 2012-13 with a comparable number of leavers.
Timely success for this provision is at 90% compared to 87.8% in 11/12 which
demonstrates an increase of 2.2%.
“The achievement of qualifications in workplace learning is very high and has
continuously improved in the past three years. These learners, most of whom are in
construction, gain confidence, progress rapidly and achieve their qualifications in
the planned time. Learners in other trades make equally good progress.”
“The College is very successful at engaging young people not in education or
training, and unemployed adults. The outcomes from these programmes are
excellent; many of these learners go on to further education or into jobs. School
pupils who attend College as part of their curriculum achieve outstanding results,
with high levels of retention on programmes and high success rates for those who
take a qualification.”
“Progression rates to further and higher education or employment are good. Many
learners progress from entry-level qualifications to intermediate and advanced
work.”
The College has achieved a significant step up in capacity in promoting progressions
and destination management and tracking. For 2013-14 the College captured data
for 99.25% (2835) full-time learners and 96.27% (5837) for part time learners.
Overall this is 97.12%, significantly better than 86.24% in 2011-12 and 49% in 201011.Live progressions data is available for all staff.
The College has very detailed destination data, which is broken down by age, gender,
disability, learning difficulty, portfolio area, and Assistant Head and Programme
Team Leader level. Data is systematically included in self-assessment reporting and
increasingly informs curriculum planning and design.
Data is available in ‘real time’ and, supported by ProMonitor developments allows
the college to effectively manage and monitor the continuum of internal progression
and subsequent external progression.
25
AREAS FOR IMPROVEMENT
Inconsistent
success rates
in some SSAs,
particularly in
A level
On A level and
BTEC advanced
courses Value
Added is too
often poor and
inconsistent
“On a minority of courses, success rates are too low. This includes some of the
College's AS-level provision.”
A significant number, and particularly the larger AS courses have success rates below
MLP. Whilst Success rates in most SSAs are strong, the overall SR of SSAs 10, 11 and
12 are significantly impacted upon by AS and A2 provision. ‘Good’ A2 success rates
are predicated upon a very poor progression from AS. Beyond A level some SSAs
have a relatively spikey profile of success rates.
“The number of learners achieving high grades is too low. AS ALPS Value Added has
improved significantly but remains poor in terms of the average class size, the
inadequate stretch and challenge of the higher ability range and very poor
progression (Alps grade 8). Retention is very poor on the majority of AS level courses.
The proportion of Blue teaching is unacceptable (Alps grade 7).
Measure
AS Provider
VA
AS Red T & L
AS Blue T &
L
AS Level 3
VA
2009
6
2010
7
2011
8
2012
8
2013
5
4
5
6
5
8
8
7
5
5
7
-1.3
-2.39
-1.38
1.4
-0.9
A2 Alps has improved significantly, but progression from AS to A2 is very weak
indeed and the breadth of success and quality of destinations requires improvement.
Measure
A2 Provider VA
A2 Red T & L
A2 Blue T & L
Progression
A2 Level 3 VA
2009
6
7
7
2010
5
7
6
8
1.54
-6.73
2011
7
6
7
8
7.72
2012
7
6
6
8
-1.9
2013
3
4
5
8
-0.9
BTEC Value Added Alps scores are satisfactory to good but higher grade passes and
the quality of progression destinations requires improvement. Too few classes are
taught well (Alps Red T & L grade 6) and too many lessons are taught poorly (Alps
Blue grade 6).
Unsatisfactory
learner
attendance &
punctuality &
Falling
retention on
2013
Measure
2009
2010
2011
2012
5
BTEC Provider
5
3
4
6
VA
6
BTEC Red T & L
3
3
4
5
6
BTEC Blue T & L
6
4
1
5
“Attendance is satisfactory overall and improving, but attendance and punctuality
are still not good enough on a few courses.” Attendance in year 2013-14 stands at c.
88%, and improvement of 2% but stands 2% below the College’s target of 90%. A
high proportion of learners are late to lessons. Administration of registers is more
consistent than in 2012-13 but far too many staff do not record attendance or
punctuality in a timely enough manner to make data reliable.
Although there has been a 2% improvement in success rates on long courses,
retention has fallen by 1%. A higher proportion of courses are long in current year so
26
long courses
Inconsistent FS
success rates
Declining
success rates
for level 3
apprentices
Ethnic minority
learners often
demonstrate
poor VA
there is a significant threat of falling success rates overall.
Functional Skills Success rates are good overall but there is significant local variation
between Portfolio areas, across levels and between English and maths.
The level 3 overall success is at 74.89% compared to 86.5% in 2011-12 resulting in a
fall of 10%. Overall, however, Success rates for apprentices are in line with the
national averages. Most of the current apprentices stay on their programmes and
make good progress to develop high-level skills in English and mathematics.
“A few achievement gaps remain. For example, success rates are lower than the
overall cohort for the small number of apprentices of Indian heritage.”
There are significant achievement gaps between ethnic minority groups on AS and
A2 programmes. Although there is some reduction in the frequency of Alps grades 69, there is a wide variation in Alps scores by ethnic group at AS. At A2 the picture is
less severe but it is unacceptable for ethnic minority groups to have Alps scores of 8
or 9.
AS Alps
Ethnic Group
2010
2011
2012
2013
99 not provided
9
1
7
31 White British
5
7
3
5
32- White Irish
9
34 White – other White back’
7
2
7
35 Mixed – White and Afro Car
9
7
8
37 Mixed – White and Asian
7
8
9
2
38 – Mixed – any other back’
2
1
39 – Asian or Asian Brit - Indian
8
9
9
5
40 - Asian or Asian Brit - Pak
9
8
9
9
41 - Asian or Asian Brit – Bangl
9
9
9
6
43 - Asian or Asian Brit – other
9
2
44 – Black or Black Brit - Afr
8
7
9
9
45 – Black or Black Brit – Carib
9
7
46 – Black or Black Brit - other
9
47 - Arab
6
98 – Other
4
Ethnic Group
99 not provided
31 White British
34 White – other White back’
35 Mixed – White and Afro Cari
37 Mixed – White and Asian
38 – Mixed – any other
background
39 – Asian or Asian Brit - Indian
40 - Asian or Asian Brit - Pak
41 - Asian or Asian Brit – Bangl’
42 - Chinese
43 - Asian or Asian Brit – other
44 – Black or Black Brit - Afri
45 – Black or Black Brit – Carib
98 – Other
27
A2 Alps
2010
4
5
2
3
5
8
8
8
7
1
1
2011
2012
6
2
5
4
9
6
2
1
8
8
9
9
8
7
9
8
9
9
2013
2
2
5
8
3
8
1
8
9
4
The range of VA scores on BTEC is much narrower and some ethnic minority groups
(Indian, Pakistani and Bangladeshi) typically outperform other groups.
Shaded rows in the tables denote more than 10 learners in each of the last four
years.
BTEC
2010
2
3
9
3
4
3
8
8
4
3
4
8
2
Ethnic Group
99 not provided
31 White British
32 White – Irish White
34 White – other White back’
35 Mixed – White & Afro Cari
36 Mixed – White & Black Afr
37 Mixed – White and Asian
38 – Mixed – other back’
39 – Asian or Asian Brit – Ind’
40 - Asian or Asian Brit - Pak
41 - Asian or Asian Brit – Bangl
43 - Asian or Asian Brit – other
44 – Black or Black Brit - Afr
45 – Black or Black Brit – Carib
46 – Black or Black Brit – Other
98 – Other
Widening
achievement
gap between
males and
females at AS
GCSE success
rates are
inadequate
Ambitions to
progress to the
range of HE
are limited
Gender
Qual.
2011
4
4
5
3
3
7
4
2
2
2
2
6
4
4
8
2010
1
2011
2012
5
6
8
8
8
8
8
6
3
3
6
4
8
2
8
3
2012
2013
6
6
2
7
3
3
3
3
2
7
3
8
5
2013
6
Female
AS
8
8
7
3
Male
AS
6
9
8
Whilst there are negligible achievement gaps on BTEC courses and A2 between male
and females, there is an emerging gap at AS where males significantly outperform
females.
“For the smaller number of learners who take GCSE examinations in these subjects,
Success Rates are too low.” (HGP A-C stands at 38%). The proportion of learners
progressing from a grade D to a grade C in year is unsatisfactory. Value Added is
consequently inadequate.
Progression of learners to H.E. is too narrowly focused upon local and ‘inclusive’
providers. Too few learners progress to prestigious universities. There is insufficient
ambition within the curriculum to promote universities with higher entry criteria and
in some areas to promote good Value Added to facilitate this choice.
Dominant HE Destinations
University of Lancaster
28
Preston's College
Other HE
The College has 766 records of HE destinations (see appendix). The UCLan and
Preston’s College are by far the largest single destinations.
Too few learners are able to make an informed choice about the potential benefits of
securing a place at a prestigious university. However, some learners do progress to
these universities.
Top 12 University Destinations
9
16 10
16
21
19
18
23
251
25
41
176
University of Central Lancashire
Preston's College
Manchester Metropolitan
University of Cumbria
Edge Hill
Liverpool John Moores
Lancaster University
University of Salford
Blackburn
University of Liverpool
Leeds Metropolitan
University of Manchester
Successful destinations to other prestigious universities include Leeds (7),
Loughborough (4), Aberdeen (4), Brunel (4), Sheffield (4), Cardiff (4), Newcastle (4),
Aberystwyth (3), Aston (3), London School of Economics and Politics (2), Westminster
(1), Birmingham (1), Nottingham (1).
29
HIGHER EDUCATION
Preston’s College currently works with 2 Higher Education Institutes, Edgehill and UCLan and delivers
HND/HNC with Edexcel. The direct contract makes up 21% of HE provision with the remaining 79%
delivered under franchise arrangements with the HEI partners. Over the past three years there has
been a trend of declining HE student numbers within the franchise provision at the College of 34%
from 2010/2011 to 2012/13. Full time year 1 enrolment for 12/13 was 88 compared to 112 in 11/12
with enrolments in 2012-13 at 92. Year 2 programmes experienced a decline in numbers with only
47 full-time 2013-14 compared to 83 in 2012-13. The decrease has been a direct result of poor
recruitment in year 1 to both Business and Accounting Foundation Degrees, both of which have not
run in 13/14. In addition the Children and Young Peoples course had very low recruitment in 12/13
leading to lower numbers progressing to year 2. In 12/13 there was an increase in numbers on the
year ‘0’ Science Foundation Entry course which has continued in 13/14 with 47 enrolments
compared to 37 in 11/12. Introduction of the Edexcel provision has enabled an increase in
enrolments to take place as the provision is closely linked to career pathways within the College and
demand led by both learners and employers.
Further work has been done on early intervention to support learners to ensure withdrawals rates
are reduced. Tutorial time has been embedded in all programmes and giving learners further
support both personally and academically throughout the year. The summary of attrition identifies a
4 year trend of improving withdrawal rates. Embedding of tutorials in 12/13 has led to the reduction
of fails on the courses of nearly 2%. In addition there has been an improvement of non-returners to
3.13% compared to 6.19% of UCLAN partners.
A continued focus has been placed on assuring and improving the quality of provision within Higher
Education and the HE Quality Standardisation Group (HEQSG) has been active in developing
strategies to share best practice and improve the learner experience. Much work has been
undertaken in order to reduce withdrawal rates on HE provision and data has improved across this
indicator year by year in particular with the introduction of the ProMonitor system.
Examples of specific outcomes as a result of student feedback at course level include:










Increased focus on exam preparation and techniques for Foundation Science Year
Increase in practical work on Foundation Science
Feedback processes reviewed to ensure consistency
Timetable adjusted for CHYPS course to fit in with home requirements
Introduction of enterprise activities
UCLAN department induction for learners on CHYPS course
Changes in teaching methods on the Business programme
Additional choreography module introduced to Dance
Course title of Dance changed to reflect the content
Rehearsal space identified for Theatre and Performance groups
Students are encouraged to take participate in the National Student Survey (NSS) and the UCLAN
student Survey (USS) and internal surveys are also undertaken as a way of comparison. The
response rate for the 2013 NSS survey was 81% with the overall satisfaction increasing by 9% to
89%. A particular strength was the teaching on the course which saw a 20% increase compared to
2012 to 94% which reflects the support that has been give over the year to teaching and learning
and further demonstrates the improvement on withdrawals and decrease in fails on the courses.
30
“2013 will be focusing on improving the scores further with particular emphasis on academic
support where a 1% decrease was reported and criteria used in marking being made clear which saw
a drop of 17%.”
The majority of examiners comments were very positive and demonstrated the progress the College
continues to make with ensuring high quality HE provision.
Essential Actions:

Standardisation procedures to be reviewed on Theatre & Performance: This was an
action for all colleges and is being addressed through the links with UCLAN.
Good Practice identified:



Supportive staff on forensic science course.
Good coordination and liaison with college and the University
Practice based learning to prepare for employment
Students have made good use of the Edith Rigby Library and Learning Centre and feedback on the
Centre, in course reports and at Periodic course review, has been very positive. Where issues have
been raised these have been dealt with and fed back to the staff and students, such as the changes
in library and PC Place opening times in response to learners with increased access to books. The
staff in the centre have delivered a range of workshops including preparing for examinations and
using Harvard references as well as delivering parts of study skills modules and personal
development planning modules in programmes, again with good feedback in course reports.
Opening hours have been amended in line with learner requests.
The Periodic Course review highlighted areas of good practice within the College:









The Foundation Science course was commended for the high standard to
achievement and the good progression of students to related degrees was noted
ProMonitor student attendance monitoring in the construction area
Use of tutorials to support learners
Good facilities for Dance provision
Good variety of teaching and learning methods across much of the provision
Support provided to learners was good
Excellent student handbooks
Enthusiasm of staff
In some areas collaborative links with UCLAN teams
The Periodic course review also highlighted the following areas for improvement: Closer links with the library team to ensure resources were adequate and available for all
 Recommend implementation of a workload model to ensure consistency of teaching on HE
 The need to strengthen links and liaison with UCLAN in some of the curriculum areas.
All course tutors undertook staff development through UCLAN on writing AMR reports.
During 2012/13 335 graded lesson observations were undertaken across College of which 30 were
observations of HE (including L4) classes. 80% of the observations were dually observed with at least
one observer having experience of delivering and assessing on Higher Education programmes.
31
Quality of teaching, learning
and assessment
Grade 2 Good
The extent to which







Learners benefit from high expectations, engagement, care, support and
motivation from staff
Staff use their skills and expertise to plan and deliver teaching and support to
meet a learner’s needs
Staff initially assess a learner’s starting point and monitor their progress, set
challenging tasks and build on and extend learning for all learners
Learners understand how to improve as a result of frequent, detailed and
accurate feedback from staff following assessment of their learning
Teaching and learning develop English, mathematical and functional skills and
support the achievement of learning goals and career aims
Appropriate and timely information, advice and guidance support learning
effectively
Equality and diversity are promoted through teaching and learning
STRENGTHS
Teaching and
learning grades
are good and
improving
supported by
directed CPD
Learning is
enhanced by a
clear E and E
focus
Career aims are
well supported
by vocational
contexts
Highly skilled
staff are
supported by
good staff
development
Learners
typically make
good progress
ESOL learners
make good
progress
Learners make
good progress
“Learners benefit from teaching, learning and assessment that are good.
These contribute significantly to the improvement in learners' achievements
in subject areas and work-based learning. Teachers have high expectations of
their learners and provide good quality support, in and out of the classroom,
to help them make good progress.”
Good or better learning observations were observed in 89% of lessons in 201213 (including post CPD re-observations). Bespoke CPD for lessons graded 3 or 4
had a direct impact in raising this from 64% in the initial round.
“The relentless promotion and development of enterprise across all subject
areas enables learners to develop their entrepreneurial and employability
skills. From enterprise awareness days to learner operated semi-commercial
services, such as Vincent's butchery, enterprise skills are closely linked to all
aspects of the curriculum.”
“In practical lessons, teachers use their industrial experience to enable
learners to gain good vocational skills and techniques that meet current
industry practices. Learners benefit from professional working environments
such as commercial hairdressing and beauty salons and well equipped
kitchens to practise and develop their skills.”
“Teachers across all areas including work-based learning are well-qualified
and have strong expertise in their subjects. Effective staff development to
improve teaching, learning and assessment through a 'back to basics'
approach has improved the range of teaching and learning techniques used
by teachers to motivate and engage learners in their studies.”
“The vast majority of teachers carefully plan lessons to ensure that learners
engage in a range of activities that encourage them to think for themselves
and develop good independent learning skills. As a result, learners are
enthusiastic, enjoy their classes and make good progress.”
“Skilful teaching on courses for learners whose first language is not English
ensures they make good progress. In one outstanding lesson, the teacher
managed the learning particularly well to ensure learners from a wide range
of backgrounds all participated in the lesson.”
“The majority of teachers and assessors make very good use of ILT to support
learning. The virtual learning environment (VLE) contains useful interactive
32
independently
Learners have a
good
understanding
of how to
improve.
Effective
diagnostic
assessment
informs good
ALS support
Good care,
guidance and
support for
learners.
Excellent I AG
for apprentices
The College is
good at
promoting
Equality and
Diversity
Learners enjoy
a
comprehensive
range of
enrichments c
Health and
safety are well
promoted
through
teaching and
learning
teaching and learning resources that effectively support learners’ progress.”
“Assessment of learners’ work is good. Teachers generally provide detailed
and accurate feedback to learners both in their written work and through
verbal feedback. Learners and apprentices are clear about what they need to
do to improve their work to meet minimum target grades.”
“Assessment of the initial starting points and needs of learners at the
beginning of their courses is thorough. Initial and diagnostic assessment of
learners’ literacy and numeracy skills accurately identify additional learning
support needs. Rapid referral to the learning support team results in learners
accessing good quality in-class and ALS that helps them make good
progress.”
“Care, guidance and support for all learners are very good. Learning Mentors,
coaches, retention officers and staff in ‘The Point’, which is part of the
student services department, provide a range of support services that are
effective in helping students remain at College and complete their courses
successfully.”
The Point is an outstanding facility which supports learners to achieve their
learning goals. This is evidenced by the comments from learners.
“Information, advice and guidance for apprentices are excellent. The College
provides a rolling programme of pre-apprenticeships to promote
apprenticeship programmes in the community. Learners gain skills in
interview techniques and make effective use of the internet and social media
to help them find jobs. A large number of learners have benefited from this
invaluable service.”
“The College ethos and environment are inclusive and provide a positive
learning environment in which all learners are welcomed. Equality and
diversity are promoted in all aspects of college provision. Staff make very
good use of opportunities to promote and develop learners’ awareness and
understanding of equality and diversity.”
Preston & Western Racial Equality Council Exhibition at Student Induction
Programme, Anti-Bullying week, Wasted Lives demonstration, Remembrance
Day, Charity events, Community events: Genes for genes day, Children in Need,
MacMillan, LGBT. Community enrichment projects. Faith School Provision at
LMGS and BMSB.
Excellent partnerships with external agencies with a strong focus on Health and
Well Being. Enrichment Xtra, Drink and Alcohol Awareness, Health MOT Day,
STI Awareness, Staff and Student Newsletter, fundraising activities, guest
speakers,
Fair Trade Fortnight, Learner Voice and Student Council, Human Library,
Healthy Eating Menus across College, ‘Addaction’, SEED, Blood Donor, Healthy
FE status – background to achieving, Fire Fighters, Imam, Sexual Health Nurse,
‘The Challenge.’ In addition, Respect Week, Fresher’s Fair, HE Convention and
Black History Month.
Learners demonstrate a good awareness of their rights and responsibilities in H
and S processes and procedures are carefully documented and rigorously
applied. Investment in VPA, woodworking machinery in construction, the
structured planning and implementation of fire cadet training course,
investment in Catering and Hairdressing as part of the suite of the commercial
outlets are all evidence of how College has improved over recent years.
33
AREAS FOR IMPROVEMENT
Insufficient
stretch and
challenge and
low aspirations
of teachers.
Insufficient
checking of
learner
progress to
targets.
Inconsistent
use of target
and review
systems with
learners
Inadequate
embedding of
Functional Skills
in the core
Poor
development of
literacy and
oracy skills.
Theoretical
input needs
improvement
by assessors
“In the minority of lessons that are less effective, teachers do not sufficiently
challenge learners, particularly those of high ability, to work at a more
advanced level.”…. “Not all learners are challenged to achieve the high
grades they are capable of.” Learning observation records, number of lessons
graded 3 or 4. Value Added scores.
“Occasionally teachers talk for long periods of the lesson without regularly
checking learning or providing opportunities for learners to participate in
discussion and activities to extend their learning.”
Learning observations and grade profile. Pace of learning. Value Added scores
and higher grade passes. Feedback on learners’ work. Markbook records.
Frequency and consistency of formal assessments. Teacher AFL skills.
“A minority of staff are not effective at recording learners’ progress and
setting and reviewing targets.”
ProMonitor and Markbook records. Learning observations. Learner comments.
Value Added scores and higher grade passes.
Functional Skills are “not always reinforced in some curriculum areas.”
Learning observations in core programme lessons.
“A significant minority of teachers do not routinely identify or correct errors
in spelling, grammar and punctuation.”
Learning observations. Students’ files and poster work.
In Work based learning assessors “do not routinely challenge learners to think
critically to illustrate the theory underpinning their practical work in order to
extend their learning.”
Assessor observations.
34
Effectiveness of leadership and
management
Grade 2 Good
The extent to which leaders, managers and governors
 Demonstrate and ambitious vision, have high expectations for what all learners
can achieve and attain high standards of quality and performance
 Improve teaching and learning through rigorous performance management and
appropriate professional development
 Evaluate the quality of provision through robust self-assessment taking account
of the views of learners and use the findings to promote and develop capacity
for sustainable improvement
 Successfully plan, establish and manage the curriculum and learning
programmes to meet the needs of learners, employers and the local and
national community
 Actively promote equality and diversity, tackle bullying and discrimination and
narrow the achievement gap
 Safeguard all learners
STRENGTHS
The College is
ambitious and
effective in
securing
improvement
Governance is
increasingly
effective
Performance
management is
good and
improving
The College is
good at listening
to learners and
acting to secure
improvements in
provision.
“College leaders have successfully pursued an ambitious strategy to
become an enterprising college providing high quality provision that
reflects and responds to the needs of employers and learners from the
community it serves.”
There is a highly effective cross-college approach to improving the
experience of learners, which is well articulated by staff, proud to be part of
the College.
“The quality of information received by members (of the Governing Board
sic) to assist their monitoring role is now good and enables them to
provide effective challenge to senior leaders.”
Government minutes and records. Executive decisions and actions.
“Robust performance management is strongly linked to the outcomes of
the monitoring of teaching and learning and there are clear links with the
capability procedure if the required improvements do not take place. “
Performance management records. Staff turnover. Improvements in
learning observation grades.
“The views of learners and employers are listened to well by managers and
feedback given on actions made in response. Learners are very positive
about the quality of their experience at the College.”
Learner Journey Feedback Cycle. Learner Voice structures and
representation systems. Student Council and Student Governor meetings.
Cross College and local LV data. Ofsted conversations. Learner View data.
Complaints and Compliments process. Involvement in recruitment of the
Vice Principals Enterprise & Engagement, and Excellence & Learning, the
appointment of Curriculum Managers and teaching staff, 2012 College reshaping exercise, redesign of ID badges and lanyards, cashless vending
Initiative ,no smoking policy, Royal visit of the HRH Duke of Gloucester, bid
for Studio School. Consultation with learners, employers, and
parent/guardians has been a key driver in the College’s successful
reaccreditation and monitoring visits by external agencies i.e. Customer
Service Excellence 2009, 2012, and 2013 with Compliance +2. At the
Students Quality and Standards Committee student representatives present
35
A strong culture of
continuous
improvement
permeates the
College
Strong data
management
supports effective
curriculum
delivery and
planning
The College has a
clear strategic
vision built on
being enterprising
College has a
broad and
inclusive
curriculum offer
The promotion of
Equality and
Diversity is good
Safeguarding is
very thorough
their own papers to College managers and Governors. Studded
representatives own their own Learner Voice ‘Wall’.
“A strong culture of quality improvement permeates every part of the
college and is very effective in bringing about improvements. Selfassessment is a continuous process clearly based on every aspect of a
learner’s experience.”
Continuum of SAR processes from PTL, AHOD, HOD (SSA) and corporate
level, supported by business functions (Business Excellence model). Real
time SAR Wheels. MySelf-Assessment. Course Reviews and validation
processes.
“Improvements in the quality of data available to managers have
strengthened their ability to monitor the courses they are responsible for,
and the imminent launch of a detailed and responsive college data
dashboard should further enhance the responsiveness at all levels.”
Management of the curriculum areas including Work-based learning and
sub-contracted provision is good. There are effective systems in place to
monitor the performance of the providers. The use of LMI is good and
improving.
The College has a clear vision of being enterprising. “All full-time learners
take part in a series of enterprise days culminating in an assessment based
on employability skills. Work with key strategic partners is effectively
strengthening the emphasis on employability skills and supporting the
development of employer driven qualifications.”
The College offers a broad and inclusive curriculum from pre-entry to degree
level, across 14 of 14 SSAs, serves a significant community of LLDD learners
and caters for all age groups from 14-16 upwards. Through its Early Years
Learning Tree Centre, providing a professional customer facing service to
the local community, it can be argued to cater for the whole spectrum of
learners.
“The promotion of equality and diversity is good. The college rightly prides
itself on its excellent record of enabling learners with very low educational
achievement to progress from foundation-level programmes through to
higher levels.”
The achievement of different groups of learners is closely monitored and
has successfully narrowed gaps in success rates; for example, success rates
for Bangladeshi learners improved significantly in 2012/13. LLDD students
typically make as good progress as other learners. LSF interventions make a
significant difference to the performance of socio-economically
disadvantaged learners. Staff are skilful at promoting a culture of respect
and tolerance for others within the College and many use opportunities to
enhance the understanding of E and D issues within learning.
The College Strategic Plan reflects the whole college commitment to
equality & diversity. Corporate Equality Objectives are monitored and
reviewed by Governors. The College have a single Equality & Diversity Policy
and Action Plan for improving Equality & Diversity and also shows its
compliance with its legal obligations under Equality Act 2010.
“The College has extensive and thorough measures in place to promote the
safeguarding of learners, including effective links with external agencies,
and fulfils all its statutory obligations.”
Safeguarding Policies and procedures are very detailed and there is a strong
‘One College’ ethos underpinning practice. A strong safeguarding Team take
a proactive approach that seeks to exceed compliance at every stage. Staff
36
Strong focus upon
health and safety
culture
training in safeguarding is strong and a very high proportion of college
managers have received advanced training. The Departmental Safeguarding
Standard embraces business as well as curriculum and pastoral practises.
Governor and Executive Leadership Team involvement on Board
Safeguarding Panel. Lead DSP co-ordinates between ELT/Governors and
operational committee. Consistently survey responses demonstrate that
learners felt safe at College. Social Cohesion Programme provides a good
staff presence at key times. All Governors are aware of their safeguarding
responsibilities, having had training, with 3 nominated Governors who take
a specific involvement in safeguarding at a strategic and policy level. These
Governors sit on the Safeguarding Panel, along with members of staff from
ELT and the designated senior person for the College.
Comprehensive Health & Safety Policies are updated annually and agreed by
the Board. Achievement of a nationally recognised Award through
Contractors Health & Safety Accreditation Scheme (CHAS). Safety Reps
regularly carry out a ‘walk round inspection’ in all high risk departments
such as Construction, Technology, Sport and Science. Health and Safety
Manager gives an input at all Staff. Induction events. Specific risk
assessments are carried out for learners and staff for pregnancy, medical
issues, learning difficulties/disabilities. Targeted support helps LLDD learners
develop materials to promote personal safety and develop personal
awareness of risk and support mechanisms. Learner friendly guidelines are
available for safeguarding, equality & diversity, anti-bullying and
harassment.
AREAS FOR IMPROVEMENT
Self-assessment
processes need to
further develop
personal
accountability
Curriculum
planning and
finance
Equality
Objectives need to
be more
comprehensive
and sophisticated
The ethnic profile
of staff does not
reflect that of the
City of particularly
in management
Self-assessment needs to continue to develop its focus on individual
teacher/assessor accountability through MySelf-Assessment.
The quality of some PTL and AHOD Self-Assessment reporting requires
further refinements to be more accurate and effective in improvement
planning.
Curriculum planning at the College is undertaken with rigour and input from
key labour market information sources as appropriate. The business
planning cycle and curriculum development and rationalisation needs to
continue to be undertaken in line with the College budgetary and financial
monitoring cycles to greater levels of scrutiny to aid and support strategic
planning and support targeted capital investment.
Whilst the College has been highly successful in reducing or eradicating
achievement gaps, greater skill and expertise is required to tackle
underrepresentation of some ethnic groups in the curriculum.
Value Added achievement gaps still exist for some ethnic minority groups
within Teaching, Learning and assessment.
Ethnic profile of staff is monitored through Executive Leadership Team
reports and Governor reporting mechanisms. Fair recruitment and
employment policies and procedures are in place. However, staff and
learner cohorts on a wide range of provision are under-represented.
37
QUALITY IMPROVEMENT PLAN
2012/13
OFSTED 2013
What does the provider need to do to improve further?
• Ensure that success rates improve rapidly on the minority of courses where they are below the
National Average, including some of the AS-level and GCSE provision
• Increase the proportion of high grades by ensuring lessons and work set provide sufficient
challenge for learners with high levels of ability
• Staff and managers should take swift action with the minority of learners whose attendance is
poor or who turn up late for lessons.
NB. The strategic ‘One College’ QIP included here links to the productions and implementation of the Operational QIP Structure and Post Inspection Action Plan
2013/14 developed by the QIP groups with focus as below;
38
39
40
ATTENDANCE
Lead: A Hulme
M Noblett
A Hulme
I Stott
E Golding
V Lucas
D. Smith
T Gillies
TIMETABLING
Lead: M Haworth
I Stott
J Humphries
A Hulme
D Watson
C Ferry
J Melling
L Birchall
A LEVEL PERFORMANCE MONITORING
Lead: A Hulme
A Gadsdon
D Roocroft
L Noblett
D Kelly
S Galley
V Thompson
DATA MANAGEMENT GROUP
Lead: C Wood
I Stott
L Noblett
M Haworth
D Watson
A Humphreys
J Robinson
E&D GAP ANALYSIS
Lead: D Watson
J Tudor
L Mason
D Kilkenny
S. Cubitt
L Noblett
Diane Hill
R Peri
STUDENT TRACKING GROUP
Lead: I Stott
L Noblett
L Birchall
D Kelly
A Richardson
D Ireland
A Markland
A Hulme
41
MATHS & ENGLISH/GCSE
Lead: A Gadsdon
E Cameron
A Gadsdon
M Haworth
J Melling
L Staniforth
D Nickeas
D. Hill
V Caparros
D Watson
A Humphreys
VALUE ADDED GROUP
Lead: M Noblett
A Hulme
A Kerfoot
D Watson
C. Ferry
L. Noblett
D Roocroft
S Galley
42
Appendices
i.
ii.
iii.
iv.
v.
vi.
vii.
Strategic Plan
SSA Classifications
Learner Responsive and Employer Responsive Success rates
Level 3 Value Added and Alps data
Destinations of Learners 2011-12
Learner Voice ‘You said….we did.’
2013 Ofsted Inspection Report
43
Appendix (i) Strategic Plan
44
Appendix (ii) SSA Classification
45
Appendix (iii)
SUCCESS, RETENTION AND ACHIEVEMENT ANALYSIS – LEARNER RESPONSIVE
DURATION ANALYSIS (3 YEAR TREND)
Retention %
Achievement %
Starts (No-Xfr)
Success %
Retention %
Achievement %
Starts (No-Xfr)
Success %
Retention %
Achievement %
2012/13
Success %
Long
Short
V
Short
Total
s
2011/12
Starts (No-Xfr)
Duration
2010/11
7245
3541
3147
80
87
94
87
96
99
92
91
95
7675
3872
4104
81
85
92
89
94
99
92
91
94
5648
3777
5819
83
93
95
88
96
99
94
97
96
1393
3
85.2
1
91.9
4
92.6
8
1565
1
85.3
1
92.6
9
92.0
4
1524
4
90.0
8
94.3
3
95.5
0
SSA ANALYSIS (3 YEAR TREND)
93
88
84
84
93
94
96
94
93
92
90
91
94
92
Tota
ls
1393
3
85
92
93
1565
1
85
93
10
0
89
87
88
95
95
95
96
95
88
85
96
80
92
90
90
2738
549
619
904
1225
1585
930
1095
86
77
306
160
4083
887
n/a
91
81
88
92
92
92
94
91
72
68
81
84
91
83
n/a
93
88
93
95
96
93
96
95
93
81
86
91
97
92
n/a
98
92
95
97
96
99
98
95
78
84
94
93
94
90
n/a
92
1524
4
90.0
8
94.3
3
95.5
0
46
Success %
(National)
83
77
74
80
88
89
93
89
82
78
86
73
86
83
90
Success %
(Provider)
2720
440
498
448
499
1677
853
1093
74
60
289
131
6034
825
10
Achievement %
Success %
94
84
89
92
96
97
98
94
90
86
96
98
92
80
0
Retention %
Starts (No-Xfr)
95
88
86
78
85
95
94
91
92
91
88
94
93
89
0
Success %
Achievement %
89
74
77
72
82
91
92
86
83
78
85
93
86
71
0
Starts (No-Xfr)
Retention %
1990
476
421
323
458
1352
1157
1233
78
64
268
69
5156
888
0
2012/13
Achievement %
Success %
01
02
04
05
06
07
08
09
10
11
12
13
14
15
X
Retention %
Starts (No-Xfr)
2011/12
SSA
2010/11
National
Average
(QSR)
85
78
81
80
82
87
87
85
80
81
86
86
86
85
85
81
81
79
80
86
87
87
88
84
88
86
86
84
n/a
n/a
84.2
83.8
AGE ANALYSIS (3 YEAR TREND)
Success %
Retention %
Achievement %
8022
7629
15651
86
85
85
93
93
93
93
91
92
Achievement %
Starts (No-Xfr)
93
92
93
Retention %
Achievement %
93
91
92
Success %
Retention %
87
83
85
Starts (No-Xfr)
Success %
2012/13
8121
5812
13933
Age
16 - 18
19+
Totals
2011/12
Starts (No-Xfr)
2010/11
7093
89
94
95
8151
91
95
96
15244 90.08 94.33 95.50
AGE & LEVEL ANALYSIS (3 YEAR TREND)
Starts (No-Xfr)
Success %
Retention %
Achievement %
Starts (No-Xfr)
94
95
2713
89
94
94
2526
93
96
97
2
2528
89
96
93
2623
88
94
94
2189
90
94
96
3
2162
79
87
91
2637
80
89
90
2318
84
91
92
4+5
+H
X
62
90
92
98
39 100 100 100
51
80
92
87
0
0
0
0
10 100 100 100
9
100
100
100
1
2
3
4+5
+H
X
2739
1902
676
137
85
79
80
74
92
88
88
93
93
90
91
80
4690
2477
818
149
94
90
80
70
98
92
86
83
96
98
93
84
4194
2472
717
148
87
83
79
68
93
93
88
95
94
89
90
71
Level
Achievement %
Achievement %
89
Retention %
Retention %
3369
Success %
Success %
19+
Totals
2012/13
1
Age Group
16 18
16 18
16 18
16 18
16 18
19+
19+
19+
19+
2011/12
Starts (No-Xfr)
2010/11
358 100 100 100
98 100 100 100
17
100
100
100
13933 85 92 93 15651 85 93 92 15244 90.08 94.33 95.50
47
GENDER (3 YEAR TREND)
Retention %
Achievement %
94
91
93
8571
7080
15651
86
84
85
93
92
93
92
91
92
Achievement %
Success %
93
90
92
Retention %
Starts (No-Xfr)
88
82
85
Success %
Achievement %
7888
6045
13933
Starts (No-Xfr)
Retention %
2012/13
Success %
F
M
Totals
2011/12
Starts (No-Xfr)
Gender
2010/11
8268
90
94
95
6976
90
95
96
15244 90.08 94.33 95.50
DURATION & AGE ANALYSIS (3 YEAR TREND)
48
Achievement %
92
92
91
91
95
92
92
Retention %
90
87
95
94
99
99
93
Success %
83
80
86
85
94
91
85
Starts (No-Xfr)
92 4758
92 2917
92 1286
91 2586
95 1978
95 2126
93 15651
Achievement %
88
86
96
95
99
99
92
Retention %
Achievement %
81
79
88
87
95
94
85
2012/13
Success %
Retention %
4007
3238
1522
2019
2592
555
13933
Starts (No-Xfr)
Success %
16 - 18
19+
16 - 18
19+
16 - 18
19+
2011/12
Starts (No-Xfr)
Long
Long
Short
Short
V Short
V Short
Totals
Age
Duration
2010/11
3428
83
90
93
2220
82
86
96
1682
93
96
98
2095
93
97
96
1983
95
99
96
3836
95
99
96
15244 90.08 94.33 95.50
ETHNIC GROUP ANALYSIS (3 YEAR TREND)
Achievement %
94
150
89
95
94
84
241
88
96
91
90
128
89
95
94
88
135
93
97
95
98
83
88
94
94
93
40
100
100
100
90
825
90
96
95
92
344
91
96
95
93
150
93
99
94
89
611
90
96
94
95
163
94
98
96
93 12374
90
94
96
92 15244 90.08 94.33 95.50
Retention %
92
88
97
91
98
96
95
92
97
93
93
92
93
Success %
87
74
88
81
96
89
86
85
90
83
89
86
85
Starts (No-Xfr)
Achievement %
87
225
83
390
90
112
92
139
95
52
93
47
88 1069
90
330
87
228
92
861
96
138
94 12060
93 15651
Retention %
Achievement %
89
94
92
95
91
89
94
90
95
95
91
92
92
2012/13
Success %
Retention %
78
78
83
87
86
82
82
81
82
87
87
86
85
Starts (No-Xfr)
Success %
192
211
75
113
22
45
1009
377
165
656
170
10898
13933
Ethnic Group
Any Other
Bangladeshi
Black African
Black Caribbean
Black Other
Chinese
Indian
Mixed
Other Asian
Pakistani
Unknown
White
Totals
2011/12
Starts (No-Xfr)
2010/11
LEVEL ANALYSIS (3 YEAR TREND)
Retention %
Achievement %
Starts (No-Xfr)
Success %
Retention %
Achievement %
Starts (No-Xfr)
Success %
Retention %
Achievement %
2012/13
Success %
Entry Level 1
Entry Level 1,
2 and 3
Entry Level 2
Entry Level 3
1
2
3
H
X
Totals
2011/12
Starts (No-Xfr)
Level
2010/11
91
496
95
76
96
85
99
90
89
487
89
74
96
85
93
87
27
n/a
100
n/a
100
n/a
100
n/a
106 72 92 78
232 89 98 91
57
100
100
100
402 82 91 90
516 89 94 95
943
86
98
88
5013 87 93 94 5583 86 92 93 6189
93
97
97
4430 85 92 92 5095 86 94 91 4666
90
93
97
2838 79 87 91 3354 80 89 90 3136
83
89
92
199 79 92 85
187 74 96 77
200
73
86
85
358 100 100 100
108 100 100 100
26
100
100
100
13933 85 92 93 15651 85 93 92 15244 90.08 94.33 95.50
49
LEARNING DIFFICULTY AND DISABILITY ANALYSIS (3 YEAR TREND)
Starts (No-Xfr)
Success %
Retention %
Achievement %
Starts (No-Xfr)
3402
88
95
93
4421
90
95
96
10822
84
92
92 11857
85
92
92 10360
90
94
95
416
85
90
94
392
83
92
91
92
95
96
13933
85
92
93 15651
85
93
92 15244 90.08 94.33 95.50
Achievement %
Starts (No-Xfr)
Success %
Retention %
Achievement %
Starts (No-Xfr)
Success %
Retention %
Achievement %
visual
Totals
Retention %
temporary
2012/13
Success %
not known/not
provided
other
physical
profound/complex
2011/12
Starts (No-Xfr)
Disability
Asperger's
emotional/behaviou
ral
hearing
medical
mental health
mobility
multiple
463
Achievement %
Achievement %
95
Retention %
Retention %
94
Success %
Success %
89
2010/11
no disability
2012/13
2695
Learning
Difficulty &
Disability
Has a Learning
Difficulty or
Disability
No Learning
Difficulty or
Disability
No Information
Provided
Totals
2011/12
Starts (No-Xfr)
2010/11
59
232
93
90
95
94
98
95
55
554
93
85
95
92
98
93
73
454
92
89
97
93
94
95
95
334
101
94
78
96
91
80
86
99
97
94
87
93
99
124
364
156
93
65
92
86
93
81
88
97
94
97
94
89
95
92
96
86
98
147
444
152
73
62
92
90
84
93
90
95
92
91
95
97
96
98
93
99
93
1214
8
486
85
92
99
97
92
93
10
0
92
85
93
92
94
95
90
95
84
91
92
1297
0
506
90
86
1344
5
379
92
95
97
159
58
6
91
88
10
0
33
93
95
10
0
67
97
93
10
0
50
230
67
3
97
91
100
96
100
100
15
93
100
93
96
93
114
1565
1
97
92
10
0
10
0
91
92
94
91
100
94
92
95
94
10
0
10
0
96
93
220
35
1
90
85
92
87
10
0
10
0
88
85
92
1524
4
96
90.0
8
98
94.3
3
98
95.5
0
3
80
1393
3
2
50
autism
dyscalculia
dyslexia
moderate
multiple
none
not known/not
provided
other
other spec
severe
Totals
46
22
856
659
20
11461
483
91 93
77 91
86 92
92 95
90 100
85 92
86 91
98
54
85
30
93
956
97
753
90
56
92 12898
95
376
98 100 98
123
83 83 100
20
88 95 93
991
90 96 94
796
89 96 93
33
85 92 92 11196
84 91 92
487
203
89
94
13933
90
85
98
85
96
272
94
141
99
115
93 15651
87
87
97
85
93
91
99
92
96
94
98
93
98
90
90
94
91
90
91
Achievement %
Retention %
Success %
Starts (No-Xfr)
Achievement %
2012/13
Retention %
Success %
Starts (No-Xfr)
Achievement %
2011/12
Retention %
Success %
Starts (No-Xfr)
Learning Difficulty
2010/11
98
95
96
97
100
94
94
99
95
94
97
91
96
96
91 1383
88
94
94
93
118
93
95
98
98
97
98
98
100
92 15244 90.08 94.33 95.50
SUB SSA ANALYSIS (3 YEAR TREND)
Starts
Succes
s%
Retenti
on %
Achiev
ement
%
n/a
n/a
n/a
46
48
100
48
n/a
n/a
n/a
n/a
9
33
78
43
1
100
100
100
n/a
n/a
n/a
n/a
21
86
86
100
1
100
100
100
n/a
n/a
n/a
n/a
1613
90
97
93
1996
86
94
91
2307
92
94
98
01.4 – Public Services
209
83
88
95
425
82
96
86
167
90
92
98
01.5 – Child Development and Well
Being
02.1 – Science
138
88
88
100
251
72
82
88
264
83
86
96
326
77
91
85
291
78
88
89
313
77
87
89
02.2 – Mathematics & Statistics
150
67
83
81
149
74
89
83
236
86
90
95
04.1 – Engineering
264
78
87
89
290
73
85
86
398
88
93
95
04.2 – Manufacturing Technologies
45
73
91
80
30
70
87
81
27
100
100
100
04.3 – Transportation Operations &
Maintenance
05.2 – Building & Construction
112
76
83
91
178
75
80
94
194
87
92
94
323
72
78
92
448
80
84
95
904
92
95
97
01.1 – Medicine & Dentistry
01.2 – Nursing & Allied Subjects & Vocs
01.3 – Health & Social Care
Starts
n/a
01.0 – Health, Public Services & Care
Succes
s%
Retenti
on %
Achiev
ement
%
2012/13
Succes
s%
Retenti
on %
Achiev
e%
2011/12
Starts
Sector
Subject
Area
Tier 2
2010/11
06.0 – Information and Communication
Technology
06.1 – ICT Practitioners
19
100
100
100
n/a
n/a
n/a
n/a
8
100
100
100
214
85
88
96
280
89
94
95
713
93
97
97
06.2 – ICT for Users
225
78
81
96
219
87
90
96
504
89
94
95
07.0 – Retail & Commercial Enterprise
109
100
100
100
6
100
100
100
n/a
n/a
n/a
n/a
07.1 – Retailing & Wholesaling
222
84
92
91
257
86
93
92
140
91
93
98
07.2 – Warehousing & Distribution
n/a
n/a
n/a
n/a
29
83
83
100
49
98
98
100
1056
91
95
96
1092
88
93
95
919
89
90
99
124
87
89
98
351
91
96
95
546
93
95
98
07.3 – Service Enterprises
07.4 – Hospitality & Catering
51
08.0 – Leisure, Travel & Tourism
62
100
100
100
44
100
100
100
n/a
n/a
n/a
n/a
1026
92
94
98
688
92
96
96
803
95
97
98
69
83
83
100
121
97
97
100
127
91
92
99
09.0 – Arts, Media & Publishing
162
100
100
100
43
100
100
100
9
100
100
100
09.1 – Performing Arts
505
88
92
95
597
88
93
94
616
91
96
95
09.2 – Crafts, Creative Arts & Design
223
90
91
98
258
90
94
96
286
91
95
96
09.3 – Media & Communication
343
75
85
88
195
88
93
94
174
88
94
94
28
89
89
100
26
96
100
96
35
74
89
84
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
14
21
93
23
50
80
94
85
48
75
90
84
37
89
97
92
4
100
100
100
3
33
67
50
12
50
67
75
11.2 – Sociology & Social Policy
49
73
88
84
36
78
92
85
43
77
86
89
11.3 – Politics
08.1 – Sport, Leisure & Recreation
08.2 – Travel & Tourism
10.1 – History
10.3 – Philosophy
10.4 – Theology & Religious Studies
11.1 – Geography
11
91
100
91
21
86
95
90
22
59
77
76
12.0 – Languages, Literature & Culture
6
100
100
100
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
12.1 – Languages, Literature & Culture
of the BI
12.2 – Other Languages, Literature &
Culture
13.1 – Teaching & Lecturing
231
83
87
96
236
86
88
97
240
85
86
98
31
100
100
100
53
89
98
90
66
68
86
79
55
96
98
98
69
72
100
72
56
84
96
87
14
79
79
100
62
73
81
90
104
85
88
97
14.0 – Preparation for Life & Work
892
98
98
100
1260
99
99
100
1522
100
100
100
14.1 – Foundations for Life & Work
2836
81
91
89
3087
81
91
89
768
82
96
85
14.2 – Preparation for Work
13.2 – Direct Learning Support
1428
88
93
95
1687
85
93
91
1793
89
96
93
15.0 – Business, Administration & Law
n/a
n/a
n/a
n/a
2
100
100
100
n/a
n/a
n/a
n/a
15.1 – Accounting & Finance
382
61
88
70
301
75
91
83
293
72
89
81
60
92
98
93
213
95
96
99
224
90
95
95
390
77
89
86
268
81
90
90
325
88
92
96
56
73
80
91
41
88
93
95
45
80
89
90
13933
85
92
93
15651
85
93
92
15244
90
94
96
15.2 – Administration
15.3 – Business Management
15.5 – Law & Legal Services
Totals
PORTFOLIO/DEPARTMENTAL ANALYSIS (*Only 1 year due to restructure)
52
Success %
Retention %
Achievement %
Business, Communications and Skills Development
Digital and Creative Industries
Health, Science, EY and Social Care
Leisure Society and Service Industries
Advanced Technologies and Sustainable Construction
Unknown (Old Structure)
Totals
Starts (No-Xfr)
Portfolio Areas
2012/13
5209
2395
3609
2108
1892
31
15213
89.58
91.02
88.89
92.13
90.43
80.65
90.08
94.41
96.28
93.60
95.21
94.50
80.65
94.33
94.88
94.54
94.97
96.76
95.69
100
95.50
PTL AREA ANALYSIS (*Only 1 year due to restructure)
53
Succe
ss %
Reten
tion %
Achie
veme
nt %
BPB – Business Enterprise
BPC – Beauty & Complementary Therapy
BPE – English
BPF – Faith School Provision
BPH – Hair & Barbering
BPL – Languages, ESOL & Teacher Education
BPM – Maths
BPP – Business Solutions & Professional Skills
BPS – Skills & Development
DPC – Computer Technology
DPD – Dance
DPG – Design
DPL – Digital Literacy & IT
DPM – Music
DPP – Drama
DPV – Visual Arts
DPX – Digital Media
HPC – Counselling
HPD – Pharmacy & Dentistry
HPE – Early Years
HPH – Health & Social Care
HPP – Professional Health
HPS – Science & Maths
HPT – Teaching & Learning in Schools
HPW – Health Care & Work Experience
LPC – Catering & Hospitality & Event Management
LPE – Sporting Excellence
LPF – Food Manufacturing
LPH – Sports Science & HE
LPL – Public Services
LPO – Social Sciences
LPT – Sports & Tourism
LPX – Sports, Exercise & Fitness
TPB – Apprenticeship Provision (Construction)
TPC – Construction Professional
TPE – Engineering
TPM – Pathways
TPO – Workplace Training (Construction)
TPS – Building Services (inc Electrical)
TPT – Building Crafts
TPV – Motor Vehicle
Unknown (Old Structure)
Totals
Starts
(NoXfr)
PTL
Areas
2012/13
709
536
609
93
666
502
510
558
1026
208
183
89
181
176
346
341
871
245
5
324
144
1195
427
315
954
404
252
132
125
251
175
599
170
14
169
214
322
53
482
364
274
31
15213
79.97
88.99
89.16
76.34
92.79
96.81
94.51
88.35
90.55
87.98
81.42
89.89
94.48
85.80
95.95
89.44
92.88
88.57
80.00
84.57
68.06
94.56
82.90
88.57
89.31
93.56
98.02
94.70
92.80
92.43
66.29
96.33
88.82
64.29
95.86
88.32
94.10
90.57
89.00
90.11
88.69
80.65
90.08
88.29
89.18
92.45
92.47
93.99
98.21
95.88
95.34
99.90
93.75
95.63
93.26
95.58
96.02
96.82
95.01
97.82
97.55
80.00
92.28
77.08
96.07
90.16
91.75
94.65
94.80
98.81
100
95.20
93.63
85.71
96.83
93.53
85.71
95.86
94.39
96.58
90.57
96.27
91.76
93.07
80.65
94.33
90.58
99.79
96.45
82.56
98.72
98.58
98.57
92.67
90.63
93.85
85.14
96.39
98.84
89.35
99.10
94.14
94.95
90.79
100
91.64
88.29
98.43
91.95
96.54
94.35
98.69
99.20
94.70
97.48
98.72
77.33
99.48
94.97
75.00
100
93.56
97.43
100
92.46
98.20
95.29
100
95.50
SUCCESS, RETENTION AND ACHIEVEMENT ANALYSIS – EMPLOYER RESPONSIVE
APPRENTICES
*Timely Data to be inserted following ILR submission of R04, on 5th December 13, when timely data
finalised.
APPRENTICES BY SSA (3 YEAR TREND) (OVERALL)
66.7
n/a
61.1
72.0
74.1
89.5
37.5
n/a
78.3
72.1
89
n/a
52
58
108
21
1
15
84
428
78.7
n/a
46.2
69.0
72.2
66.7
0
86.7
84.5
72.4
175
3
54
52
137
9
6
17
165
618
Success %
Leavers - L6wks Xfr - Cont - Exc
2012/13
Success %
21
n/a
36
50
85
19
8
n/a
46
265
Leavers - L6wks Xfr - Cont - Exc
Leavers - L6wks Xfr - Cont - Exc
01
02
04
05
07
08
09
13
15
Totals
2011/12
Success %
SSA
2010/11
65
33
72
75
79
78
83
88
81
74.76
APPRENTICES BY AGE (3 YEAR TREND) (OVERALL)
16 – 18
19 – 24
25+
Totals
146
92
27
265
71.9
69.6
81.5
72.1
176
134
118
428
54
70.5
75.4
72.0
72.4
160
200
258
618
Success %
Leavers - L6wks Xfr - Cont - Exc
2012/13
Success %
Leavers - L6wks Xfr - Cont - Exc
2011/12
Success %
Leavers - L6wks Xfr - Cont - Exc
Age
2010/11
81
73
72
74.76
APPRENTICES BY AGE & LEVEL (3 YEAR TREND) (OVERALL)
16 - 18
19 - 24
25+
16 - 18
19 - 24
25+
19 - 24
25+
16 - 18
19 - 24
25+
Totals
2
2
2
3
3
3
H
H
X
X
X
119
46
16
27
46
11
n/a
n/a
68.1
63.0
68.8
88.9
76.1
100
n/a
n/a
92
69.9
65
37
58
53
3
n/a
66.2
69
60.0
86.5
86.2
86.8
0
n/a
265
72.1
428
72.4
Success %
Leavers - L6wks - Xfr Cont - Exc
2012/13
Success %
Leavers - L6wks - Xfr Cont - Exc
2011/12
Success %
Leavers - L6wks - Xfr Cont - Exc
Age
Level
2010/11
125
112
124
30
77
119
4
13
5
7
2
618
83
77
74
80
74
74
75
46
20
0
50
74.76
APPRENTICES BY GENDER (3 YEAR TREND) (OVERALL)
76.7
67.6
72.1
247
181
428
55
80.2
61.9
72.4
367
251
618
Success %
Leavers - L6wks Xfr - Cont - Exc
2012/13
Success %
129
136
265
Leavers - L6wks Xfr - Cont - Exc
Leavers - L6wks Xfr - Cont - Exc
F
M
Totals
2011/12
Success %
Age
2010/11
75
75
74.76
APPRENTICES BY ETHNIC GROUP (3 YEAR TREND) (OVERALL)
2
n/a
n/a
n/a
1
9
6
n/a
5
2
240
265
n/a
n/a
100
100
n/a
80.0
75
100
33
0
72.2
72.4
Success %
n/a
n/a
1
1
n/a
20
4
2
3
1
396
428
2012/13
Leavers - L6wks Xfr - Cont - Exc
100
n/a
n/a
n/a
0
66.7
67
n/a
0
0
74.6
72.1
Success %
Leavers - L6wks Xfr - Cont - Exc
Any Other
African
Bangladeshi
Black Caribbean
Chinese
Indian
Mixed
Other Mixed
Pakistani
Unknown
White
Total
2011/12
Success %
Ethnic Group
Leavers - L6wks Xfr - Cont - Exc
2010/11
3
1
2
n/a
n/a
22
7
n/a
8
4
571
618
67
100
0
n/a
n/a
59
71
n/a
75
50
76
74.76
APPRENTICES BY LEVEL (3 YEAR TREND) (OVERALL)
66.9
83.3
n/a
n/a
72.1
277
148
3
n/a
428
56
65.7
86.5
0
n/a
72.4
361
226
17
14
618
Success %
Leavers - L6wks Xfr - Cont - Exc
2012/13
Success %
181
84
n/a
n/a
265
Leavers - L6wks Xfr - Cont - Exc
Leavers - L6wks Xfr - Cont - Exc
2
3
H
X
Totals
2011/12
Success %
Level
2010/11
78
75
53
14
74.76
WORKPLACE LEARNING
WORKPLACE LEARNER BY SSA (3 YEAR TREND) (OVERALL)
01
02
04
05
06
07
08
13
14
15
Totals
377
n/a
383
1924
14
343
17
132
186
473
3849
89
n/a
95
93
86
93
94
96
94
90
92.73
195
n/a
260
1558
n/a
251
7
3
59
102
2435
76.4
n/a
92.4
93.2
n/a
95.2
85.7
100
86.4
91.0
91.00
27
3
376
1557
n/a
137
2
n/a
98
77
2277
Success %
Leavers - L6wks Xfr - Cont - Exc
2012/13
Success %
Leavers - L6wks Xfr - Cont - Exc
2011/12
Success %
Leavers - L6wks Xfr - Cont - Exc
SSA
2010/11
93
100
95
94
n/a
96
100
n/a
91
96
94.38
WORKPLACE LEARNER BY GENDER (3 YEAR TREND) (OVERALL)
92
93
92.73
509
2055
2564
57
87
93
91.00
227
2050
2277
Success %
Leavers - L6wks - Xfr Cont - Exc
2012/13
Success %
1171
2678
3849
Leavers - L6wks - Xfr Cont - Exc
Leavers - L6wks - Xfr Cont - Exc
F
M
Totals
2011/12
Success %
Gender
2010/11
93
95
94.38
WORKPLACE LEARNER BY AGE (3 YEAR TREND) (OVERALL)
19 - 24
25+
Totals
556
3293
3849
89
93
92.73
368
2196
2564
89
92
91.00
362
1915
2277
Success %
Leavers - L6wks - Xfr Cont - Exc
2012/13
Success %
Leavers - L6wks - Xfr Cont - Exc
2011/12
Success %
Leavers - L6wks - Xfr Cont - Exc
Age Group
2010/11
93
95
94.38
WORKPLACE LEARNER BY LEVEL (3 YEAR TREND) (OVERALL)
96
93
93
79
92.73
38
1964
519
43
2564
58
89
91
94
98
91.00
78
1791
328
80
2277
Success %
Leavers - L6wks - Xfr Cont - Exc
2012/13
Success %
150
2918
752
29
3849
Leavers - L6wks - Xfr Cont - Exc
Leavers - L6wks - Xfr Cont - Exc
1
2
3
H
Totals
2011/12
Success %
Level
2010/11
94
94
95
95
94.38
WORKPLACE LEARNER BY ETHNIC GROUP (3 YEAR TREND) (OVERALL)
Any Other
Bangladeshi
Black African
Black Caribbean
Black Other
Chinese
Indian
Mixed
Other Asian
Pakistani
Unknown
White
Totals
22
3
9
8
4
4
180
39
12
42
4
3522
3849
95
67
100
100
100
100
95
92
100
88
75
93
92.73
59
9
1
5
3
2
n/a
80
13
3
10
1
2437
2564
89
100
80
100
100
n/a
96
77
67
90
100
92
91.00
17
7
33
7
6
n/a
48
11
23
178
3
1944
2277
Success %
Leavers - L6wks - Xfr Cont - Exc
2012/13
Success %
Leavers - L6wks - Xfr Cont - Exc
2011/12
Success %
Leavers - L6wks - Xfr Cont - Exc
Ethnic Group
2010/11
94
100
100
86
50
n/a
96
82
100
100
100
94
94.38
DESTINATION DATA – HIGHER EDUCATION
Destination HE
ASTON UNIVERSITY
BIRMINGHAM UNIVERSITY
BLACKBURN COLLEGE
BOLTON INSTITUTE OF HIGHER EDUCATION
BOURNEMOUTH UNIVERSITY
BRUNEL UNIVERSITY
BUCKINGHAMSHIRE NEW UNIVERSITY
CARDIFF UNIVERSITY
CHICHESTER INSTITUTE OF HIGHER EDUCATION
EDGE HILL UNIVERSITY COLLEGE
GLASGOW SCHOOL OF ART
ITALIA CONTI ACADEMY
KEELE UNIVERSITY
LANCASTER UNIVERSITY
LEEDS METROPOLITAN UNIVERSITY
LEEDS TRINITY UNIVERSITY COLLEGE
LIVERPOOL HOPE UNIVERSITY
LIVERPOOL JOHN MOORES UNIVERSITY
LONDON SCHOOL OF ECONOMICS AND POLITICAL
LOUGHBOROUGH UNIVERSITY
MYERSCOUGH COLLEGE
NEWCASTLE UPON TYNE
NEWMAN COLLEGE (BIRMINGHAM) OF HIGHER ED
PRESTON COLLEGE
ROEHAMPTON INSTITUTE LONDON
RUNSHAW COLLEGE
SHEFFIELD HALLAM UNIVERSITY
SOUTHPORT COLLEGE
STAFFORDSHIRE UNIVERSITY
SWANSEA INSTITUE OF HIGHER EDUCATION
SWANSEA UNIVERSITY
TECH MUSIC SCHOOL
THE MANCHESTER METROPOLITAN UNIVERSITY
THE UNIVERSITY OF ABERDEEN
THE UNIVERSITY OF HUDDERSFIELD
THE UNIVERSITY OF LIVERPOOL
THE UNIVERSITY OF MANCHESTER
THE UNIVERSITY OF NOTTINGHAM
THE UNIVERSITY OF SALFORD
THE UNIVERSITY OF SHEFFIELD
UNIVERSITY COLLEGE CHESTER
UNIVERSITY COLLEGE FALMOUTH
UNIVERSITY COLLEGE OF RIPON AND YORK ST
UNIVERSITY OF ABERTAY, DUNDEE
UNIVERSITY OF CENTRAL LANCASHIRE
UNIVERSITY OF CUMBRIA
UNIVERSITY OF GLOUCESTERSHIRE
UNIVERSITY OF HERTFORDSHIRE
UNIVERSITY OF KENT
UNIVERSITY OF LATVIA
UNIVERSITY OF LEEDS
UNIVERSITY OF NORTHUMBRIA AT NEWCASTLE
UNIVERSITY OF SUNDERLAND
UNIVERSITY OF TEESSIDE
UNIVERSITY OF THE ARTS LONDON
UNIVERSITY OF WALES, ABERYSTWYTH
UNIVERSITY OF WESTMINSTER
Total
60
Learners
3
1
16
8
3
4
1
4
3
23
1
4
3
19
10
6
5
21
2
4
7
1
1
176
2
5
9
1
3
1
3
6
41
4
5
16
9
1
18
4
3
1
2
1
251
25
1
2
2
3
7
4
1
1
4
3
1
766
Level 3 Value Added by Qualification
Vocational Qualifications
(Grades) Entries
IFS Level 3 Certificate in Financial Studies
EDEXCEL BTEC Level 3 Subsidiary Diploma
EDEXCEL BTEC Level 3 Certificate
EDEXCEL BTEC Level 3 Extended Diploma
EDEXCEL BTEC Level 3 Diploma
Edexcel BTEC Level 3 90-credit Diploma
ABC Level 3 Diploma in Fashion Retail
Pearson BTEC Level 3 Diploma in Beauty
Therapy
-0.48
-0.28
-0.49
-0.06
-0.63
0.04
0.77
-0.52
Academic Qualifications
(Grades)
Extended Project (Diploma)
A Level
AS Level (Not Continued to A2)
GCE AS Level Double Award
Applied GCE AS level
AS Level (All )
Alps
Subject
Accounting
Art (Graphic Design)
Art (Photography)
Biology
Business Studies
Chemistry
English Language & Lit
Film Studies
Geography
Government & Politics
History
Law
Maths
Maths (Further)
Media Studies
Physics
Psychology
Religious Studies
Sociology
-2.17
0.05
-0.06
0.16
-0.4
-0.16
A2
Entries
15
7
16
16
15
8
38
7
5
10
20
26
19
3
19
5
46
13
24
61
Grade
6
7
7
2
5
2
7
2
7
8
6
3
2
8
4
3
7
7
5
7
47
26
140
17
158
3
4
Statistical
Significance
Below Average
Below Average
Below Average
Entries
Statistical
Significance
26 Below Average
145
190
1
9
334 Below Average
AS
Entries
8
6
2
9
11
6
17
1
1
5
10
14
14
1
7
2
14
5
9
Grade
4
8
6
7
5
3
3
1
2
2
6
2
5
2
4
8
6
4
7
BTEC
Type
Old Cert
Old Dip
Cert
Cert
Dip
Dip
Dip
Dip
Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Ext Dip
Entries
Subject
Children's Care
Children's Care
IT
Performing Arts
Business
Health & Social Care
IT
Sport & Exercise Science
Travel & Tourism
Applied Science
Art & Design
Art & Design Fashion
Art & Design Graphic Design
Art & Design Photography
Business
Construction
Creative Media
Electrical Engineering
Health & Social Care
IT Business
IT Software
Mechanical Engineering
Music
Performing Arts Acting
Performing Arts Dance
Performing Arts Musical
Public Services
Sport (Performance)
Sport & Exercise Sciences
62
12
39
12
5
8
18
2
2
4
111
18
12
18
33
60
27
18
12
51
66
21
24
36
6
12
36
90
33
18
Grade
4
3
2
5
6
8
8
9
5
5
5
5
6
6
4
3
2
4
8
3
5
3
8
7
6
7
5
5
4
Learner Voice ‘You said….we did’ - Update
You Said
Can we have more healthy food options in the
Refectory?
Is it possible to buy bus passes in College?
People are smoking e-cigarettes outside the
smoking shelters.
Can we have more cycle racks for the
Construction building?
Can we have hot lunches earlier if our
timetables don’t allow us to eat at 12?
Can we have access to hot water for food and
drink?
Can Art & Design students have a designated
art room?
We are having problems with the Mac
computers.
Can we start the Counselling evening course
later than 5:30pm?
Can we have a Learner Voice group for A Level
students?
The spot on A Level timetables for sports is
less convenient than last year.
Car owners with expired disabled badges are
using the disabled parking.
We Did
A free healthy breakfast service has been
provided in the mornings.
Bus passes for each term can now be
purchased from the One Shop.
Notices were put up to fully explain the rules
for smoking e-cigarettes.
Additional cycle racks have been put up.
Hot lunches will be provided early if requested.
Hot water has been made available, and
Catering is looking into associated food
products.
Specific space for Art & Design work and
storage has been allocated.
The Macs have been rebuilt across College to
fix these problems.
The Counselling start time has been changed to
6:00pm.
Another Learner Voice group is being created.
A range of enrichment activities have been
provided; the timetable will be reviewed.
The return of any expired disabled badges is
now requested.
Current Student Council recommendations based on first core survey (Induction)
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Increase invitation to participate in ‘100 club’ from 140 to 500 to improve attendance rate
Ensure each question requires a single response
Increase the alert so that it is visible clearly on the desktop
Some students who should have been eligible didn’t get the survey. Potential to make
available to all students and then filter the responses we want to analyse
Positive feedback about the Student Conference idea.
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